Literacy – week 1
Skills
Range
Activities
Monday
W3. Writing in a range of
forms
Spelling
Tuesday
4. reading/viewing extracts
and complete texts:
• with challenging subject
matter that broadens
perspectives and extends
thinking, e.g.
• that reflect the diversity
of society in the twentyfirst century
1. writing for a range of
purposes,
2. writing for a range of real
or imagined audiences
3. writing in a range of
forms
4. writing in response to a
wide range of stimuli: visual,
Comprehension – Indian words

Creative writing – Message in a bottle

W.6.Develop and use a variety of
strategies to enable them to spell
correctly
1. develop phonic, graphic and
grammatical knowledge, word
recognition and contextual
understanding within a balanced and
coherent programme
Wednesday
1. use the characteristic features of
literary and non-literary texts in
their own writing, adapting their style
to suit the audience and purpose
Thursday
audio and written.
8. draft and improve their work,
using ICT as appropriate, to
9. present writing appropriately:
• developing legible handwriting
Friday
To encourage the children to think
about the questions they would like to
explore and help them see learning as
an active and exciting process
All groups: h/f words revision: when,
where, with, were, who + topic words:
Chembokolli, India, sikh, hindu, sari.
Carousel activity:
wordsearch
 To identify words from another language
Children to look at a range of common words we use that have
originated from India. Children to work in mixed ability pairs to
match up words with their meanings.
Ready resources geography page 66
 To write an imaginary letter
Following topic introduction – children to write their own
messages in a bottle. Imagine they are on a desert Island,
describe surroundings – look, smells, sounds etc.
Creative writing – Message in a bottle – re-draft for
display
Children to edit and re-draft messages for display,
Questioning
Ask questions related
to context and listen
before asking further
questions.

Thinking skills
How to teach thinking and learning skills:
‘Remember to ask Thinking Questions’
Year 3 lesson 2
Success criteria/
Assessment
I can....spell 10 words
correctly
I understand the meaning
of words
I can use adjectives in my
writing.
Literacy – week 2
Skills
Range
Monday
W3. Writing in a range of
forms
Tuesday
R3. experiencing and
responding to a wide range
of texts that include:
• information, reference and
other non-literary texts,
including print, media, moving
image and computer-based
materials
R4. reading/viewing
extracts and complete texts:
• with challenging subject
matter that broadens
perspectives and extends
thinking,
W.6.Develop and use a variety of
strategies to enable them to spell
correctly
R6b.retrieve and collate information
and ideas from a range of sources
including printed, visual, audio, media,
ICT and drama in performance
Wednesday
R5. consider what they read/view,
responding orally and in writing to the
ideas, vocabulary, style, presentation
and organisation of image and
language, and be able to select
evidence to support their views
Thursday
Friday
To encourage the children to think
about the questions they would like to
explore and help them see learning as
an active and exciting process
Questioning:
Ask questions related
to context and listen
before asking further
questions.
Activities
Success criteria/
Assessment
I can....spell 10 words
correctly
Spelling
Carousel
All groups: h/f words revision:
activity:
Collins spelling 3+4, topic words:
wordsearch
Himalayas, River Ganges, Taj
Mahal, sitar, Asia
Comprehension – An introduction to India
 To answer questions from a non-fiction source
Children read a fact sheet on India.
Lower ability – complete a cloze procedure.
Higher ability – complete questions


I find information on
India.
Class book – The wreck of the Zanzibar
 To read a variety of texts
Read and discuss the first few chapters of the
book.
Teachers notes – activity 1.
Listen to audio clip, discuss extract clips
(interactive resources.) Discuss jobs of girls and
how things have changed today. In groups complete
activity sheets.
Thinking skills
How to teach thinking and learning skills:
‘Things you never knew about.........’
Year 4 lesson 2

I can respond orally and
written to what I have
read
Date:13/09/10
Weekly Maths Planning
Year/Class: Year 5/6 Mrs Coates
Group 2
Heinemann 5
N.C. Skills
• try different approaches; use a variety of strategies, sequences of operation and methods of
calculating
• use flexible and effective methods of computation and recording
• develop a variety of mental and written strategies of computation
Range:
Number
1. Understand number and number notation
• count, read, write and order whole numbers
• understand place value in relation to the position of digits
Starter/Tune-in
Counting in tens/arrow cards activities
Activities
1. Place value revision – practical use of the arrow cards
2. Numbers to millions- Place value: Heinemann 5 textbook pg. 4
3. Numbers to millions – add/sub powers of 10: Heinemann 5 textbook pg. 5
4. Numbers to millions – comparing and ordering: Heinemann 5 textbook pg. 7
5. Numbers to millions-comparing and ordering: practical activity (+tb p.7b)
6. Numbers to millions – 10, 100 more/less: Heinemann 5 textbook pg. 1
7. Numbers to millions – 10000, 100000, 1000000 more/less: Heinemann 5 textbook pg. 3
8. Assessment check up 1
Extension Activities
Heinemann 5 extension textbook page 1
Assessment
They use place value in numbers up to 1000 to make approximations.(3)
They develop further mental strategies for adding and subtracting numbers with at least two
digits.(3)
 They check their results are reasonable by considering the context or the size of the numbers.(4)
 They use a variety of mental and written methods for computation(4)
Assessment Activity
Check up 1
Pupils who didn’t meet expected goals
Pupils who exceeded expected goals


Date:13/09/10
Weekly Maths Planning
Year/Class: Year 5/6 Mrs Coates
Group 1
Heinemann 4
N.C. Skills
• try different approaches; use a variety of strategies, sequences of operation and methods of
calculating
• use flexible and effective methods of computation and recording
• develop a variety of mental and written strategies of computation
Range:
Number
1. Understand number and number notation
• count, read, write and order whole numbers
• understand place value in relation to the position of digits
Starter/Tune-in
Counting in tens/arrow cards activities
Activities
1. Place value revision – practical use of the arrow cards
2. Numbers to 10000- Place value: Heinemann 4 textbook pg. 4
3. Numbers to 10000- add/sub 1, 10, 100, 1000: Heinemann 4 textbook pg. 5
4. Numbers to 10000- comparing and ordering: Heinemann 4 textbook pg. 6
5. Numbers to 10000-comparing and ordering: practical activity (+tb p.6b)
6. Numbers to 10000 – 10, 100 more/less: Heinemann 4 textbook pg. 1
7. Numbers to 10000 – numbers between: Heinemann 4 textbook pg. 3
8. Assessment check up 1
Extension Activities
Heinemann 4 extension textbook page 1
Assessment
 They use place value in numbers up to 1000 to make approximations.(3)
 They develop further mental strategies for adding and subtracting numbers with at least two
digits.(3)
 They check their results are reasonable by considering the context or the size of the
numbers.(3)
Assessment Activity
Check up 1
Pupils who didn’t meet expected goals
Pupils who exceeded expected goals
Date:13/09/10
Weekly Maths Planning
Year/Class: Year 5/6 Mrs Coates
Group 3
Heinemann 6
N.C. Skills
• try different approaches; use a variety of strategies, sequences of operation and methods of
calculating
• use flexible and effective methods of computation and recording
• develop a variety of mental and written strategies of computation
Range:
Number
1. Understand number and number notation
• count, read, write and order whole numbers
• understand place value in relation to the position of digits
Starter/Tune-in
Counting in tens/arrow cards activities
Activities
1. Place value revision – practical use of the arrow cards
2. Numbers with up to 8 digits- Place value: Heinemann 6 textbook pg. 1
3. Add/subtract multiples of 10 – Place value: Heinemann 6 textbook pg. 3
4. Place value – comparing and ordering: Heinemann 6 textbook pg. 2
5. Place value-comparing and ordering: practical activity (+ textbook pg. 2b))
6. Place value – multiplying/dividing by 10,100: Heinemann 6 Textbook page 4
7. Place value – rounding: Heinemann 6 textbook page 6
8. Assessment check up 1 + 2
Extension Activities
Heinemann 6 extension textbook page 1
Assessment
They use place value in numbers up to 1000 to make approximations.(3)
They develop further mental strategies for adding and subtracting numbers with at least two
digits.(3)
 They check their results are reasonable by considering the context or the size of the numbers.(4)
 They use a variety of mental and written methods for computation(4)
 They use their understanding of place value to multiply and divide whole numbers by 10 and 100.
Assessment Activity
Check up 1+2
Pupils who didn’t meet expected goals
Pupils who exceeded expected goals


TOPIC – Castaway (Geography + DT)
Skills
Session 1– subject focus:
Geography
1. identify and locate places
and environments using globes,
atlases, and maps, e.g. use coordinates and four-figure
references
3. use maps, imagery and ICT to
find and present locational
information,
Session 2+3 – subject
focus: Geography
1. identify and locate places
and environments using globes,
atlases, and maps, e.g. use coordinates and four-figure
references
2. identify similarities and
differences to describe,
compare and contrast places
and environments
Session 4 – subject focus:
Geography
1. identify and locate places
and environments using globes,
atlases, and maps, e.g. use coordinates and four-figure
references
2. identify similarities and
differences to describe,
compare and contrast places
and environments
Range
– Living in other countries:
two contrasting localities*
in countries at different
levels of economic
development outside the
United Kingdom
– How is this place the
same as or different from
other places/environments
and why? Is it always the
same? Why is it changing?
Activities
Topic Introduction

 To locate places using maps and atlases
A message in a bottle arrives in school.
Children use internet to locate Chembakolli in India,
following coordinates and clues.
Children complete KWL grid to plan their learning
Introduction to India

I know the rivers,
mountains and cities
of India

I know the rivers,
mountains and cities
of India and Wales
To locate places using an atlas or map.
Use flipchart ‘India’ (ngfl) to introduce India and the
continent of Asia.
Complete map of the world labelling the continents and the
countries of Asia. Name the rivers, mountains, capitals etc.
Of India

Introduction to India
 To compare India and Wales
Use flipchart ‘India’ (ngfl) to introduce India and compare
with Wales.
Complete map of the world labelling Wales and India – their
rivers, mountains, capitals etc.
Complete grid comparing India and Wales
Success criteria/
Assessment
I can locate
Chembakolli on a
map
TOPIC – One World (Geography, Art + DT)
Skills
1. identify and describe
natural and human
features, e.g. weather
conditions, types of
buildings
3. communicate findings
in a variety of ways,
1. identify and describe
natural and human
features, e.g. weather
conditions, types of
buildings
3. communicate findings
in a variety of ways,
Range
– Living in other countries:
two contrasting localities*
in countries at different
levels of economic
development outside the
United Kingdom
– How is this place the
same as or different from
other places/environments
and why? Is it always the
same? Why is it changing?
Activities
Indian landmarks
 To describe natural and human features
Use flipchart ‘QCA unit 10 a village in India’. Recap over
previous learning. Look at a variety of famous landmarks in
India. Children to complete a fact file on physical and human
features of India – Taj Mahal, Himalayas, River Ganges.

Physical and human features
 To identify natural and human features
Children to sort key features looked at in previous session
into ‘Human’ or ‘physical’ features.
Resource – grid from flip chart.

Success criteria/
Assessment
I can create a fact
file.
I identify natural
and human features
Topic / Area of Study – Science (DT)
2. investigate how existing
products look and function as a
source of ideas for their own
products,
• tasks in which they explore
and investigate simple
products in order to acquire
technological knowledge and
understanding that can be
applied in their
designing and making
1. Introducing materials and structures
 To gather given information
Use Ngfl flipchart to look at different types of structures.
Children to complete question sheet on properties and uses of a
structure in groups.

Indian Music
 To listen to a variety of music from India
Listen to and appraise a variety of Indian music. Children to express
preferences and identify individual instruments.

I can identify musical
instruments
Stabec
To give factual and personal information
Programme Un –Watch video and discuss key words.
Reinforce sentence of the week – brawddeg yr wythnos.
Follow up from Athro Cymreag
Reinforce basic questioning covered in lesson.
Develop the use of ‘Sawl…?’ – ‘How many…?’

I can ask and answer personal
questions
I can identify the different
uses of structures.
Topic / Area of Study – Music
Children should learn
• about cyclic patterns
Children
• identify different aspects
of pulse by
clapping and moving
Topic / Area of Study – Welsh
O1. view and listen carefully,
extracting the main points
O3. communicate:
• clearly and confidently
• in a manner that is suitable for
the audience and purpose
• using appropriate gesture and
intonation
2. experience a range of
audio, audio-visual,
electronic, visual and
written stimuli, ideas and
texts, e.g. DVDs, tapes,
interactive white board
material, a theatrical
performance
Topic / Area of Study – P.E.
. develop, consolidate and
then apply the skills
and techniques needed to
take part in a variety of
competitive activities
4. Competitive
activities: activities
that are learned for
the purpose of
competition between
an individual, group or
team and others.
Invasion Games Unit 3 – Hockey
Lesson 1 – Target hockey, develop skills with a hockey
stick, pushing and passing.
Lesson 2 - Target hockey, develop skills with a hockey
stick, passing and dribbling
(Adventurous activities – camp craft in a block)
Topic / Area of Study - ICT
3. select suitable
information and make
simple
judgements about sources
of information
• use a range of ICT
resources and equipment
independently and
collaboratively, e.g.
cameras, scanners, CD/DVD
players, MP3
players, mobile phones, PDAs
Unit 5B – Analysing data
Smart learning year 6 – unit 1:1
Activity: Pupil activity book – pages 8 and 9
Smart learning year 6 – unit 1:2
Activity: Pupil activity book – pages 10 and 11
Topic / Area of Study – R.E.
To discuss and reflect
upon the communities and
groups to which they
belong
Where do I belong?
What makes a
community?
Religious communities (Core unit 2)
1. Our secret club –
Discuss with the communities and groups to which they
belong. Group work – create new community or gang. Use
‘Special places’ page 9.
Topic / Area of Study – PSE
To understand the
characteristics of
democracies and
dictatorships.
The global community
Democracies and dictatorships: Political systems
Use the internet to research which countries are
democracies and which are dictatorships
Resource – activity sheet
ICT Cross Curricular session
Geography– using Google Earth to locate Chembakolli
Topic / Area of Study – Contingency activities
Thinking skills
Wizards Challenge
Curriculum follow up
AfL lolly sticks – make faces.
Target work
Topic / Area of Study – HOMEWORK
Topic: Research 3 facts about India
Spelling: 10 words to learn
Maths: Home activity 1
Target setting
Children to work with the teacher to choose a focus for
the term.
Personalised learning packs to be completed on a daily
basis
Year 5/6
Evaluation
Fortnight beginning 13th September 2010