Topic Plans

Medium Term Plans:

Week 1:

• Learning Intentions: To make connections with children’s prior knowledge of the seaside
  To make comparisons between different but apparently similar environments
  To relate personal experiences and observations to maps
• Themes: Friendship / Awareness of different environments
• NC / QCA links: QCA Geography Unit 4 Going to the seaside
• Primary Framework: Literacy: Narrative, Unit 1
• Success Criteria: Children will be able to recount their own experiences of the seaside and will become more aware of seaside features
• Organisation: Home / school links: ask children to bring photographs / mementoes of seaside holidays.

Week 2:

• Learning Intentions: To extend knowledge and understanding of seashores
  To understand how seashores are used for leisure and holidays
• Themes: Seashores / Holidays
• NC / QCA Links: QCA History Unit 3
• Primary Framework: Literacy: Non-fiction; Narrative (role play)
• Success Criteria: Children will understand the use of the beach for leisure

Week 3:

• Learning Initiatives: To learn about a specific seashore environment
  To learn about the seashore through direct personal experience
• Themes: Living Creatures
• NC / QCA Links: QCA Geography Unit 4 Going to the seaside
• Primary Framework: Literacy: Non-fiction; Narrative (role play)
• Success Criteria: Children will learn through personal experiences at the beach.
  They will understand some safety issues concerning the beach
• Organisation: A Visit to the Beach or visit from Scuba diver or Marine Conservation Officer
  Bring back sand, shells, sea water, pebbles

Week 4:

• Learning intentions: To use senses to make observations about shelled animals
  To begin to understand facts about the earth, soils and rocks
• Themes: Sorting / Classifying
• NC / QCA Links: QCA Science Unit 1C: Sorting and using materials
• Primary Framework: Literacy: Non-fiction; Narrative (role play)
• Success Criteria: Children will understand that sand and pebbles on the beach are types of soil and rocks
• Organisation: Need sand, shells, pebbles, plus other samples of tumbled rocks, etc.

Week 5:

• Learning intentions: To observe changes over time /To understand that humans have an impact on the sea shore / To understand that the seaside environment needs to be looked after.
• Themes: Environmental education
• NC / QCA Links: QCA Science: Unit 1C: Sorting and using materials / QCA Citizenship Unit 3: Animals and us
• Primary Framework: Literacy: Non-fiction; Narrative (role play)
• Success Criteria: Children will understand the need to keep seashores and beaches clean.
• Organisation: Need sea water / Set up fish tank.

Week 6:

• Learning intentions: To respond appropriately to musical stimulus / To work in groups to create a response to music
• Themes: Dance / drama
• NC / QCA Links: QCA P.E. Unit 1 & 2 Dance Activities
• Primary Framework: Literacy: drama
• Success Criteria: Children will respond and move appropriately to sounds and music that evoke the sea and fish.
• Organisation: Can be scheduled any week in the Unit.

Medium Term Plans

Week 1:

• Learning Intentions: To enter imaginatively into fantasy based on Owl and Pussy Cat / To begin to be aware of the extent of the Earth’s oceans
• Themes: Enjoyment of poetry / Maps of the world
• NC / QCA Links: Geography NC ATs 1 - 4; QCA 5 / Music AT1 QCA 1, 2 / ICT QCA 1C
• Success Criteria: Children will discuss and plan ways of rescuing Owl / Children will begin to be aware of global features (land, sea)
• Organisation: Need copy of “The Owl and the Pussy Cat”, owl and cat toys, and KS1 atlases
  Optional: visitor with guitar

Week 2:

• Learning Intentions: To begin to understand what makes objects/ materials float or sink
• Themes: Floating and sinking / Boats and ships / Maps
• NC / QCA Links: D&T NC AT1 / Geography ATs 1 - 4; QCA 5 / ICT QCA 1C / Science ATs 1 - 5 QCA 1C
• Success Criteria: All children show some understanding of which objects/ materials float or sink / Most children will make a boat that floats
• Organisation: Copy of “The Jumblies” / Water tray(s) and objects that float/ sink; sieves; materials for making boats

Week 3:

• Learning Intentions: To understand how people find their way across oceans / To make seascape music
• Themes: Sailing ships / Exploration and discovery (possibly link to famous explorers e.g. Christopher Columbus) / Making music
• NC / QCA Links: History NC 1 - 4 / Music AT1 QCA 1, 2
• Success Criteria: All children will show some understanding of how a compass works; most children will relate this to finding their way / All children will enjoy making sea music
• Organisation: Globes, compasses / Sea music / Musical instruments

Week 4:

• Learning Intentions: To learn about pirates / To make simple mechanisms / To examine and make simple optical instruments
• Themes: Pirates / Simple mechanisms / Mirrors and lenses
• NC / QCA Links: D&T NC AT1 QCA 1A / History 1 - 4 / Science ATs 1 - 5 QCA 1D
• Success Criteria: All children to gain knowledge about pirates and enjoy using optical instruments / Most children to make successful mechanical model / More able children to gain some understanding of mirrors and lenses
• Organisation: Need optical instruments such as telescopes, periscopes, binoculars, kaleidoscopes, etc.

Week 5:

• Learning Intentions: To learn about life under the sea, both factual and fantasy
• Themes: Fish / Mermaids/ mermen / Maps
• NC / QCA Links: Art NC ATs 1 - 3 QCA 2B / D&T AT1 / Geography ATs 1 - 4 QCA 5 / ICT QCA 1C / Music AT1 QCA 1, 2 / Science ATs 1 -5 QCA 1A
• Success Criteria: All children can name some parts of a fish / More able children can say how fish breathe, eat and move
• Organisation: Recording of “Yellow Submarine” Lennon & McCartney / Short video of under-sea life (e.g. BBC documentary) Need helper to arrange furniture into submarine / Fish: live (e.g. goldfish) and dead (i.e. from fish shop)

Week 6:

• Learning Intentions: To celebrate the children’s learning and share this with parents/carers
• Themes: Food technology/ healthy eating / Music-making/ performing
• NC / QCA Links: D&T NC AT1 QCA 1C / Music AT1 QCA 1, 2
• Success Criteria: Children review learning and enjoy sharing this with parents/carers
• Organisation: Invite parents to cabaret / Buy food technology ingredients; arrange adult help/organise cooking facilities
  
   

Medium Term Plans:

Week 1:

• Learning Intentions: To understand that different kinds of cars are used for different purposes.
• Themes:Transport / Understanding needs and wants of others
• NC / QCA Links: D&T QCA 2A Vehicles / ICT Unit 1C: The information around us
• National Primary Strategy Links: Narrative : Unit 2
• Success Criteria: Understanding of the story about Prince Henry / Beginning to be able to distinguish between different sorts of cars
• Organisation: Traffic count

Week 2:

• Learning Intentions: To understand reasons for choices of cars. / To design a model of a car for a story character
• Themes: Transport / Understanding needs and wants of others
• NC / QCA Links: D&T QCA 2A Vehicles / ICT Unit 1C: The information around us
• National Primary Strategy Links: Non-fiction texts
• Success Criteria: Understanding that people choose different cars for different reasons / To be able to design a car for a story character
• Organisation: Arrange for several staff / parent cars to be available for viewing; perhaps a vintage car too, if possible / Large cardboard boxes for making cars large enough for children to sit in.

Week 3:

• Learning Intentions: To understand the effect of forces through experimenting with inclined planes, pushes and pulls.
• Themes: Transport
• NC / QCA Links: D&T QCA 2A Vehicles / Q.C.A. science 1E Pushes and Pulls / ICT Unit 1C: The information around us
• National Primary Strategy Links: Non-fiction texts
• Success Criteria: Understanding and use vocabulary of comparative speed and distance

Week 4:

• Learning Intentions: To extend understanding of forces
• Themes: Transport
• NC / QCA Links: D&T QCA 2A Vehicles / Q.C.A. science 1E Pushes and Pulls / ICT Unit 1C: The information around us
• National Primary Strategy Links: Narrative : Unit 2 / Non-fiction texts
• Success Criteria: Understanding what may happen when car gets stuck or break down
• Organisation: Children to bring from home photographs & books about cars / Visit from local mechanic, representative from A.A. , R.A.C. or similar

Week 5:

• Learning Intentions: To understand that cars have changed and developed over time in accordance with people’s needs and wants / To understand that inventors can contribute to environmental damage or protection / To explore and control musical instruments to describe events, feelings, and moods
• Themes: Transport / Understanding needs and wants of others
• NC / QCA Links: D&T QCA 2A Vehicles / Music QCA 2 Sounds interesting / ICT Unit 1C: The information around us
• National Primary Strategy Links: Non-fiction texts
• Success Criteria: Understanding that cars were invented as a development from horse drawn carriages / To invent an environmentally friendly (wind powered) vehicle
   

Week 6:

• Learning Intentions: To understand some of the differences between early and modern cars
• Themes: Transport / Understanding of product development over time.
• NC / QCA Links: D&T QCA 2A Vehicles
• National Primary Strategy Links: Non-fiction texts
• Success Criteria: Know about a vintage car race and enjoy participation in whole class event.
• Organisation: London to Brighton Race Day

Medium Term Plans:

Week 1:

• Learning Intenions: To begin to make children aware of how to keep safe on the roads
• Themes: Road safety
• NC / QCA Links: Citizenship: 04 / Geography: ATs 1–4; QCA 1:3,4; 2 / ICT: QCA 1A / Science: ATs 1–5 QCA 1E
• National Primary Strategy Links: Again – explicit links – this helps teachers justify what they are doing, esp. to Ofsted
• Success Criteria: Children will be able to state some basic road safety rules
• Organisation: Road Safety Officer to visit (may need large space/ playground)
  Need a follow-up lesson in hall/ playground
   

Week 2:

• Learning Intenions: To gain and extend knowledge of the road the school is in
  To make accurate observations of the local environment
• Themes: Local study
• NC / QCA Links:  Art: NC: AT1, 2, QCA 2B; D&T: AT1; QCA 1D / Geography: ATs 1–4; QCA 1:3,4; 2 / History: ATs 1–3; QCA 2 / ICT: QCA 1A / Citizenship: 05
• Success Criteria:  Children will be able to describe the road the school is in, the houses, shops and other features
• Organisation: Need photographs of school gate, road and road name sign
  Road Walk – need to organise helpers, send permission letters home, get cameras

Week 3:

• Learning Intentions:To re-enforce and extend understanding of road safety
  To become aware of street furniture (telephone boxes, street lights etc.)
  To respond imaginatively to “magic street”
• Themes: Road safety/ local study
• NC / QCA Links: Art: NC: ATs 1,2 / Geography: ATs 1–4; QCA 1:3, 4; 2 / Citizenship: 04, 05 / ICT: QCA 1A /Science: ATs 1–5 QCA 1E
• Success Criteria: All children will be able to state simple road safety rules (e.g. stop at kerb)
• Organisation: Begin wall display – begin on long wall and plan for extension in Weeks 5/6

Week 4:

• Learning Intentions: Every child to know and say their own address
  To begin to understand layout of roads around the school
• Themes: Personal information / Local study
• NC / QCA: Art: NC: ATs 1, 2 / Geography: ATs 1–4; QCA 1:1,2 / ICT: QCA 1C / Citizenship: 05
• Success Criteria: All children can say own address/ All children can recognise the school and the school’s road on aerial view, most children can locate these on a map.
• Organisation: Download from internet an aerial view and map of the school and surrounding streets

Week 5:

• Learning Intentions: To extend children's knowledge of different kinds of roads, streets, lanes, etc.
• Themes: Awareness of other parts of the UK
• NC / QCA: Geography: NC: ATs 1–4 / Citizenship: 05
• Success Criteria: Children understand that there are different sorts of roads in different places (and for different purposes) around the UK
• Organisation: Arrange to hold Key Lesson in space with data projector / Video of “Wizard of Oz”

Week 6:

•  Learning Intentions: To become aware of the place of their school’s road as part of the wider community / To begin to become aware of how communities function
• Themes: Sense of community / Neighbourliness
• NC / QCA: Art: NC: ATs 1, 2 / Geography: NC: ATs 1–4; QCA 1 / History: ATs 1–3; QCA 2 Citizennship: 05
• Success Criteria: To understand that the school has neighbours who see the school’s road as a place to live and work and who want to have a good life there
• Organisation: Visitors: people who live in the school’s road
  
  
   

Medium Term Plans

Week 1:

• Learning Intentions: To understand that there are differences between places in the UK
  To understand that some writers can become famous / To become aware that plays are written by an author and that actors and actresses follow the author’s instructions and say their words
• Themes: Communication, the Post Office
• NC / QCA Links: NC Geography 1 & 2 / NC History 1 Chronological understanding
• Primary Framework: Narrative: Unit 1 Stories with familiar settings
• Success Criteria: The children will understand the setting and know the main characters in the story / The children will address an envelope / Class book: “The Complete Works of …… Class”
• Organisation: Set up Post Office role-play

Week 2:

• Learning Intentions: To use lists to organise information / To understand that people make houses out of different materials in the UK and in other countries
• Themes: Travel, communication, the Post Office, houses and homes, Multi-cultural education
• NC / QCA: NC Geography 1 & 2 / QCA ICT Unit 1D: Labelling and classifying
• Primary Framework: Non-fiction Unit 1: Labels, lists and captions / Narrative: Unit 2 Stories from a range of cultures; Unit 3: Traditional and fairy tales / Poetry Unit 2 Pattern and rhyme
• Success Criteria: Children will be aware of different kinds of lists / They will be able to write a simple list / Class book: “This is the Class…” poetry book
• Organisation: Map of UK / Map of world or globe

Week 3:

• Learning Intentions: To understand that people in and from different parts of the world speak different languages and use different scripts
• Themes: Languages and scripts, Multi-cultural education
• NC / QCA Links: NC Geography 1 & 2 / QCA ICT Unit 1D: Labelling and classifying / Primary Modern Foreign Languages Strategy
• Primary Framework: Narrative: Unit 2 Stories from a range of cultures
• Success Criteria: Children will be able to repeat a few words in another language and be aware of  / different writing systems / Postcards to contribute to / Class book: Postcard Album
• Organisation: Visitors who can speak other languages and/or demonstrate different scripts
  Books in different scripts

Week 4:

• Learning Objectives: To understand the need to label objects for identification
  To create a label for a familiar product
  To learn about writing a letter
• Themes: Communication, the Post Office, Multi-cultural education
• NC / QCA: NC Geography 1 & 2 / NC D&T Design, make and evaluate simple products / QCA ICT Unit 1D: Labelling and classifying
• Primary Framework: Narrative: Unit 2 Stories from a range of cultures; Non-fiction Unit 1: Labels, lists and captions.
• Success Criteria: Class book: E-diary of the plant label experiment/ “Our Tin Can Book”
  Children will experience letter-writing
• Organisation: Digital camera

Week 5:

• Learning Intentions: To become aware that different religions have books that they read and learn from / To experience different ways of making writing / To understand that writing and writing implements have changed across time
• Themes: Multi-cultural education / Citizenship: Belonging to a faith community
• NC / QCA Links: R.E. 1A What does it mean to belong? & 1D Beliefs and Practices /
  NC Geography 1 & 2 / NC History 1 Chronological understanding / Art & Design QCA 1B Investigating materials
• Primary Framework: Narrative: Unit 2 Stories from a range of cultures
• Success Criteria: Children will be aware of the role of special books within faith communities / They will experience a range of mark-making techniques /  Class book: Illuminated manuscript
• Organisation: Books from different faith communities

Week 6:

• Learning Outcomes: To understand that everyone can be a writer but that different people prefer doing different kinds of writing
• Themes: Be a Writer!
• NC / QCA Links: NC Geography 1 & 2
• Primary Framework: Narrative: Unit 3: Traditional and fairy tales
• Success Criteria: To see themselves as a successful learner of writing / Class book: “One Foggy Day” and Scrapbook
• Organisation: Visit from “Great-Aunty Peggy

Medium Term Plams:

Week 1:

• Learning Intentions: To learn about the art of Dragon Dancing / To become aware of feelings and how they are shown / To react to images and music in an appropriate way / To learn about the country of China
• Themes: Emotive content of music, art & drama / China
• NC / QCA: QCA 1D Science Light & Dark / QCA 1E Science Pushes & Pulls / QCA D&T 1A Moving Pictures; 2A Puppets / QCA Music Units 1 & 2
• Primary Framework: Speaking / Drama
• Success Criteria: Appropriate reaction to images and music
• Oranisation: Need Dragon music

Week 2:

• Learning Intentions: To understand that there are a number of light sources and why it is dangerous to look into the Sun / To understand that shadows are formed by the blocking out of light / To understand how light, screen and puppet work together to produce images
• Themes: China / Learning about shadow puppets
• NC / QCA: QCA 1D Science Light & Dark / QCA 1E Science Pushes & Pulls / QCA D&T 1A Moving Pictures; 2A Puppets
• Primary Framework:Speaking / Drama
• Success Criteria: Understanding that shadows are formed by the blocking out of light / Awareness that this can be used in puppetry

Week 3:

• Learning Intentions: To understand how shapes can make a puppet different /To create movement using simple levers
• Themes: Theatre: using music and art
• NC / QCA: QCA 1D Science Light & Dark / QCA 1E Science Pushes & Pulls / QCA D&T 1A Moving Pictures; 2A Puppets
• Primary Framework: Speaking / Drama
• Success Criteria: Make simple levered puppet
• Oranisation: May need extra adult help for practical work

Week 4:

• Learning Intentions: To make the people for their performance / To make people with expressions of feelings
• Themes: Theatre: using music and art
• NC / QCA: QCA 1D Science Light & Dark / QCA 1E Science Pushes & Pulls / QCA D&T 1A Moving Pictures; 2A Puppets
• Primary Framework: Speaking / Drama
• Success Criteria: Use levers to make puppet of people
• Oranisation: May need extra adult help for practical work

Week 5:

• Learning Intentions: To learn how to prepare for and manage a performance and how all the work done so far fits together / To work co-operatively in groups and share responsibilities
• Themes: Theatre: creating a show
• NC / QCA: QCA 1D Science Light & Dark / QCA 1E Science Pushes & Pulls / QCA D&T 1A Moving Pictures; 2A Puppets / QCA Music Units 1 & 2
• Primary Framework: Speaking / Drama
• Success Criteria: Work as member of a group towards creating a performance

Week 6:

• Learning Intentions: To successfully perform their play in front of an audience / To remember their roles in the story and their composed piece of music
• Themes: Theatre: performing a show
• NC / QCA: QCA 1D Science Light & Dark / QCA 1E Science Pushes & Pulls / QCA Music Units 1 & 2
• Primary Framework: Speaking / Drama
• Success Criteria: Take part in a performance as a member of a group
• Oranisation: Performance to parents/rest of school

Medium Term Plans

Week 1:

• Learning Intentions: To work in groups to present information about a place in the world, based on discussion of photographic evidence / To begin to analyse visual data to gain information about the world
• Themes: The natural world, environmental protection, sustainability
• NC / QCA Links: QCA Science Unit 2C: Variation
• Primary Framework: Mathematics Block C: Handling data and measures
• Success Criteria: A sense of awe and wonder at the diversity of nature
• Organisation: Need Internet/ Computer access throughout unit (see individual lessons for details). Find videos or DVDs to substitute if necessary

Week 2:

• Learning Intentions: To understand the criteria on which things are considered living/ non-living
  To be able to identify the living things that feed, move, breathe, reproduce, grow, and use their senses / To be aware of symmetry in nature
• Themes: The natural world, environmental protection, sustainability
• NC / QCA Links: QCA Science Unit 2C: Variation Ma3/2d
• Primary Framework: Literacy: Non-fiction / Mathematics Block C: Handling data and measures
  Block D: Calculating, measuring and understanding shape
• Success Criteria: Be able to distinguish between living and non-living and between plants and animals (more able children to be able to classify different kinds of animals)
• Organisation: Range of pictures of objects and organisms, (e.g. picture cards for snap or alphabet games)

Week 3:

• Learning Intentions: To become aware of the changes that are occurring in the natural world
  To understand that this puts some animals under threat, including large well known ones
• Themes: The natural world, environmental protection, sustainability
• NC / QCA Links: QCA Science Unit 2C: Variation / Music
• Primary Framework: Literacy: Non-fiction; Poetry
• Success Criteria: Understand that changes are occurring in the natural world and that this affects animals
• Organisation: Need Oi! Get off my Train by John Burningham / Music: Saint-Saëns Carnival of the Animals
   

Week 4:

• Learning Intentions: To understand our dependence on the sea for food / To understand the need for clean water for drinking / To understand the need for insulation against the cold
• Themes: The natural world, environmental protection, sustainability
• NC / QCA Links: QCA Science Unit 2C: Variation
• Primary Framework: Literacy: Narrative; Non-fiction / Mathematics Block C: Handling data and measures / Block D: Calculating, measuring and understanding shape
• Success Criteria: Understand that everything depends on water
• Organisation: Lenses and microscopes

Week 5;

• Learning Intentions: To relate camouflage to the needs of organisms for survival / To gain a sense of the balance in nature
• Themes: The natural world, environmental protection, sustainability
• NC / QCA Links: QCA Science Unit 2C: Variation / ICT 5a, b, c / Art
• Primary Framework: Literacy: Non-fiction
• Success Criteria: Understand why creatures use camouflage to hide from others
• Organisation: Ice cubes, thermometers

Week 6:

• Learning Intentions: To apply what they have learnt about the magic of nature to the local environment / To create a class book about the local environment
• Themes: The natural world, environmental protection, sustainability
• NC / QCA Links: QCA Science Unit 2C: Variation
• Primary Framework: Literacy: Non-fiction / Additional text-based unit – Really looking
• Success Criteria: Each child has created a page of a class book about the local environment
• Organisation: May need to take children out of school if few organisms on school site. Need extra adults for this / Possible visit to wild life sanctuary/zoo
   

Medium Term Plans:

Week 1:

• Learning Intentions: To record from first-hand observations using a range of media and ICT / To explore their personal responses to a park or public garden
• Themes: Making first-hand observations
• NC / QCA Links: Art and Design KS1 1a, 1b
• Primary Framework: Literacy: Narrative / Mathematics Block C: Handling data and measures
• Success Criteria: Children respond appropriately and make observations of garden visited
• Visit: Visit to a public park or garden

Week 2:

• Learning Intentions: To identify the key features of a garden / To investigate habitats / To understand that people can experience and enjoy a garden in different ways
• Themes: Garden design
• NC / QCA Links: PSHE and Citizenship 1(b), 2 / Sc1 (1) To collect evidence when trying to answer a question / Sc1 (2f ) To explore using the senses / Sc1 (2g) To communicate their findings in a variety of ways / Sc2 (4a and b) / Sc2 (5a, b, c)
• Primary Framework: Mathematics Block C: Handling data and measures / Literacy: narrative; non-fiction
• Success Criteria: Children can name key features of a garden and show awareness of the range of habitats within a specific garden
• Visit: Visit to a public park or garden

Week 3:

• Learning Intentions: To recognise and name the leaf, flower, stem and root of a flowering plant / To learn that seeds grow into flowering plants / To learn that plants can provide a food source for humans
• Themes: Horticulture
• NC / QCA Links: 3b Recognise and name the leaf, flower, stem and root of a flowering plant / 3c Learn that seeds grow into flowering plants / 2b, 2c Learn that plants can provide a food source for humans
• Primary Framework: Literacy: Narrative; Non-fiction
• Success Criteria: Children can name the parts of a plant and its life cycle

Week 4:

• Learning Intentions: To find out about the different plants in the local environment / To identify similarities and differences between local environments and ways in which these affect plants that are found there
• Themes: Horticulture
• NC / QCA Links: 5a Find out about the different plants in the local environment / 5b Identify similarities and differences between local environments and ways in which these affect plants that are found there
• Primary Framework: Literacy: Narrative; Non-fiction / Mathematics Block C: Handling data and measures
• Success Criteria: Children can recognise differences between habitats and the plants that grow there
• Organisation: Seeds, containers, compost

Week 5:

• Learning Intentions: To use their senses to explore and recognise the similarities and differences between materials / To find out about the uses of a variety of materials and how they are chosen for specific uses on the basis of their properties
• Themes: Garden design
• NC / QCA Links: Science 3a Children should be taught to: Use their senses to explore and recognise the similarities and differences between materials / 3d Find out about the uses of a
• Primary Framework: Literacy: Narrative; Non-fiction
• Success Criteria:  Children are able to apply knowledge of material properties to garden design
• Organisation: Materials and tools for making garden structures

Week 6:

• Learning Intentions: To select tools, techniques and materials for making their product / To talk about their ideas, saying what they like and dislike / To identify what they could have done differently
• Themes: Garden design and horticulture
• NC / QCA Links: D&T2 / Select tools, techniques and materials for making their product / 3a Talk about their ideas, saying what they like and dislike / 3b Identify what they could have done differently
• Primary Framework: Literacy: Narrative; Non-fiction
• Success Criteria: Children are able to work in groups to implement garden design plans
• Organisation: Need tools, materials and other resources for making gardens

Medium Term Plans:

Week 1:

• Learning Intentions: To listen to a story with understanding and enjoyment / To understand the instructions for a game
• Themes: Friendship, turn taking, fairness
• NC / QCA Links: QCA Citizenship: Unit 01: Taking part –developing skills of communication and participation
• Primary Framework: Literacy: Non-fiction units Instructions and Explanations / Mathematics: Using and applying mathematics / They begin to think about fairness and being a good player
• Organisation: A range of board, card and other games will be a useful resource throughout the unit
   

Week 2:

• Learning Intentions: To experience a range of games / To begin to understand that some games are the same around the world / To identify qualities that make someone a good player
• Themes: Friendship, turn taking, fairness / Games from other lands
• NC / QCA Links: QCA Citizenship: Unit 01: Taking part – developing skills of communication and participation
• Primary Framework: Literacy: Non-fiction units Instructions and Explanations
  Mathematics: Using and applying mathematics
• Success Criteria: Children will understand that there are many different games from around the world that they can learn and enjoy

Week 3:
 

• Learning Intentions: To find out what games children played in the past / To understand that some games have been passed down from older to younger children for many years
• Themes: Games from the past; following and giving instructions
• NC / QCA Links: QCA Citizenship: Unit 01: Taking part – developing skills of communication and participation / PE QCA Units 3 and 4
• Primary Framework: Literacy: Non-fiction units Instructions and Explanations / Mathematics: Using and applying mathematics
• Success Criteria: Children understand that many games have been passed down from one generation to another. Children can give instructions for simple games
• Organisation: Visitors who can talk about games they played as children

Week 4:
 

• Learning Intentions: To think about why we play games
• Themes: Thinking about others; designing a simple product
• NC / QCA Links: D&T: Designing and making a simple product for a specified user
  QCA Citizenship Unit 01
• Primary Framework: Literacy: Non-fiction units Instructions and Explanations
  Mathematics: Using and applying mathematics
• Success Criteria: Children can appreciate why people and animals play; they can design a suitable toy for a baby or pet

Week 5:
 

• Learning Intentions: To investigate and evaluate existing products / To use this information to create own games / To evaluate success of game they have made
• Themes: Following and giving instructions; designing a simple product
• NC / QCA Links: D&T: Evaluating, designing and making a product for use by others / ICT QCA 1F
  QCA Citizenship Unit 01
• Primary Framework: Literacy: Non-fiction units Instructions and Explanations / Mathematics: Using and applying mathematics
• Success Criteria: Children can work in small groups to design and make a board game that can be played by others

Week 6:
 

• Learning Intentions: To understand how to organise an event / To organise and take part in a games tournament
• Themes: Organising an event; Friendship, turn taking, fairness
• NC / QCA Links: QCA Citizenship: Unit 01: Taking part – developing skills of communication and participation
• Primary Framework: Literacy: Non-fiction units Instructions and Explanations / Mathematics: Using and applying mathematics
• Success Criteria: Children can participate in organisation and enjoyment of a games tournament
• Event & Organisation: Tournament / Digital cameras, video recorders (optional)
   

Medium Term Plans:

Week 1:

• Learning Intentions: To understand that people invent things to help, enhance or improve their life in some way
• Themes: Creativity, innovation and inventiveness
• NC / QCA Links: Design & Technology: To be innovators
• Primary Framework: Mathematics: Problem-solving, reasoning and numeracy
• Success Criteria: Understanding that all products have been invented by someone at some time
• Organisation: Home/school link: send survey letters home

Week 2:

• Learning Intentions: To follow a systematic sequenced approach to solving a problem / To generate ideas, communicate these to others and create a model of their problem solution
• Themes: Creativity, innovation and inventiveness  / Development of meta-cognitive skills
• NC / QCA Links: Design & Technology: Design & make assignment / QCA History, as an alternative choice within Unit 4
• Primary Framework: Literacy: Non-fiction Units 1 & 2 / Mathematics: Problem-solving, reasoning and numeracy
• Success Criteria: Use of logical planning to generate and develop ideas for a simple product

Week 3:

• Learning Intentions: To develop, plan and communicate design ideas / To select appropriate tools, techniques and materials
• Themes: Creativity, innovation and inventiveness / Development of meta-cognitive skills
• NC / QCA Links: Design & Technology: Design & make assignment
• Primary Framework: Literacy Unit 4: Non-chronological reports
• Success Criteria: Ability to combine ideas to create innovative product

Week 4:

• Learning Intentions: To become more aware of advertising and how it can be used to target particular consumers / To create an advertisement/ radio commercial
• Themes: Promotional techniques; citizenship and consumerism
• NC / QCA Links: ICT Unit 2B: Creating pictures / Art and Design Unit 2A: Picture this! – story boarding / Music Unit 4: Feel the pulse – Exploring pulse and rhythm
• Primary Framework: Literacy Unit 4: Non-chronological reports / Speaking & Listening skills
• Success Criteria: Demonstrate awareness of role of advertising in sales of products / Use musical and literacy skills to create short radio commercial
• Organisation: Audio recorders; musical instruments

Weeks 5 & 6:

• Learning Intentions: To understand that inventors can contribute to environmental damage or protection / To invent an environmentally friendly (wind powered) vehicle
• Themes: Creativity, innovation and inventiveness / Sustainability and environmental concerns
• NC / QCA Links: Science Unit 2E: Forces and movement / Design & Technology: Design & make assignment
• Primary Framework: Literacy: Non-fiction Units 1–4 / Mathematics: Problem-solving, reasoning and numeracy
• Success Criteria: Ability to use logical process and combine innovative idea to create product to satisfy design criteria / Evaluation and adaptation of ideas and techniques to achieve success / To produce workable and well-finished product
• Organisation: Week 6: Great Wind Vehicle Race

Medium Term Plans:

Week 1:

• Learning Intentions: To understand that people invent things to help, enhance or improve their life in some way
• Themes: Creativity, innovation and inventiveness
• NC / QCA: Design & Technology: To be innovators
• Primary Framework: Mathematics: Problem-solving, reasoning and numeracy
• Success Criteria: Understanding that all products have been invented by someone at some time
• Organisation: Home/school link: send survey letters home

Week 2:

• Learning Intentions: To follow a systematic sequenced approach to solving a problem / To generate ideas, communicate these to others and create a model of their problem solution
• Themes: Creativity, innovation and inventiveness / Development of meta-cognitive skills
• NC / QCA: Design & Technology: Design & make assignment / QCA History, as an alternative choice within Unit 4
• Primary Framework: Literacy: Non-fiction Units 1 & 2 / Mathematics: Problem-solving, reasoning and numeracy
• Success Criteria: Use of logical planning to generate and develop ideas for a simple product

Week 3:
 

• Learning Intentions: To develop, plan and communicate design ideas / To select appropriate tools, techniques and materials
• Themes: Creativity, innovation and inventiveness / Development of meta-cognitive skills
• NC / QCA: Design & Technology: Design & make assignment
• Primary Framework: Literacy Unit 4: Non-chronological reports
• Success Criteria: Ability to combine ideas to create innovative product

Week 4:

• Learning Intentions: To become more aware of advertising and how it can be used to target particular consumers / To create an advertisement/ radio commercial
• Themes: Promotional techniques; citizenship and consumerism
• NC / QCA: ICT Unit 2B: Creating pictures / Art and Design Unit 2A: Picture this! – story boarding / Music Unit 4: Feel the pulse – Exploring pulse and rhythm
• Primary Framework: Literacy Unit 4: Non-chronological reports / Speaking & Listening skills
• Success Criteria: Demonstrate awareness of role of advertising in sales of products / Use musical and literacy skills to create short radio commercial
• Organisation: Audio recorders; musical instruments

Weeks 5 & 6:

• Learning Intentions: To understand that inventors can contribute to environmental damage or protection / To invent an environmentally friendly (wind powered) vehicle
• Themes: Creativity, innovation and inventiveness / Sustainability and environmental concerns
• NC / QCA: Science Unit 2E: Forces and movement / Design & Technology: Design & make assignment
• Primary Framework: Literacy: Non-fiction Units 1–4 / Mathematics: Problem-solving, reasoning and numeracy
• Success Criteria: Ability to use logical process and combine innovative idea to create product to satisfy design criteria / Evaluation and adaptation of ideas and techniques to achieve success / To produce workable and well-finished product
• Organisation: Week 6: Great Wind Vehicle Race

Medium Term Plans:

Week 1:

• Learning Intentions: Explore information from a variety of sources / Usually listen carefully and respond with increasing appropriateness to what others say
• Themes: This week has a strong focus on Speaking and Listening, with the key lesson ICT based. However the other areas quoted link clearly and could be developed in greater detail
• NC / QCA Links: English: En1 2a, 2e, 3b, 3d, 3e & En3 1c, 1e, 3c / ICT 1a / PE 3b, 6a, 6b, 6c / Art 1a, 2a, 2b / PSHE 2a
• Primary Framework: Select from different presentational features to suit particular writing purposes on paper and on screen
• Success Criteria: Can the children log on to and use the Internet effectively to find information?
  Do the children respond to others appropriately demonstrating good listening skills?
• Organisation: The main consideration this week is the PE session. Dance scarves can be very slippery if stood on. It is important that during this lesson the children have enough space to spread

Week 2:

• Learning Intentions: On occasions, they show awareness of the needs of the listener by including relevant detail / Use tools to assemble, join and combine materials
• Themes: This week again draws on Speaking and Listening but has a greater focus on writing. However this is a very creative week, with many of the writing objectives being covered in a “creative writing” session
• NC / QCA Links: English: En1 2e, 3a, 3d, 11a & En3 1a, 1c, 5h, 9a, 9b, 9d / ICT 2a, 3b, 5a / Art 1b, 2c, 3a / DT 2c, 2d
• Primary Framework: Adopt appropriate roles in small or large groups and consider alternative courses of action / Sustain form in narrative, including use of person and time
• Success Criteria: Can the children add relevant detail to make their speaking relevant to others?
  Can the children make effective choices to assemble and join materials?
• Organisation: Parents will need to be sent a letter explaining that the children need to bring in a basic costume. The letter needs to be sent out early in the week. Also consider if the children make scrummy snack the need to carry out an allergy check

Week 3:

• Learning Intentions: Writing communicates meaning through simple words and phrases
  In discussion, they show understanding of the main points
• Themes: This week draws on a lot of drama objectives. It consolidates the children’s understanding of hot-seat and answering questions / Writing this week is not designed to go into detail
• NC / QCA Links: English: En1 1e, 2c, 3b, 3c, 3e, 4a, 4b, 4c & En3 1d, 3c, 9c / ICT 2a, 3b, 5a / PSHE 2a, 2b
• Primary Framework: Adopt appropriate roles in small or large groups and consider alternative courses of action
• Success Criteria: Is the children’s writing clear? Is their writing readable and communicating meaning? Can the children talk about the main points from a discussion?
• Organisation: As this week is very much drama based, resources are minimal. However depending on the confidence of the children some may need a lot of adult guidance

Week 4:

• Learning Intentions: Begin to show confidence in talking and listening, particularly where topics interest them
• Themes: This week holds a visit from an everyday hero. This week’s key learning is based around their listening skills. The visit is the key to this week as it links and inspires the follow-up activities
• NC / QCA Links: English: En1 2a, 2b, 9b & En3 3c, 10, 11 / ICT 1a, 2a / History 2b, 4a / Art 2a, 2c /
  DT 1d, 2a, 3b / PSHE 5e
• Primary Framework: Respond to presentations by describing characters, repeating some highlights and commenting constructively / Listen to talk by an adult, remember some specific points and identify what they have learnt
• Success Criteria: Do the children listen to the visitor sensibly? Can the children demonstrate this by talking about what has been said? Are the children able to ask their questions clearly and confidently?
• Visitor & Organisation: The key organisational consideration this week is the visitor. Ensure that the visitor is booked in good time and the needs of the visitor have been considered

Week 5:

• Learning Intentions: Use ICT to organise and classify information and to present their findings
  They use ICT to help them generate, amend and record their work
• Themes: This week is based around selecting a hero and research The key learning this week is ICT based. These ICT skills feed in to secondary theme of writing
• NC / QCA Links: English: En3 1c, 1d, 1e, 2d, 11, 12 / ICT 1a, 2b / DT 1b, 2d, 3a / PSHE 2a, 5b
• Primary Framework: Select from different presentational features to suit particular writing purposes / Engage with books through exploring and enacting interpretations
• Success Criteria: Are the children able to find information from the Internet and take notes?
  Can the children use a search engine to generate ideas?
• Organisation: Biggest consideration this week is that the children need to find an address for their hero, this may be tricky. After the children have written the letters you may need to find the address before the key lesson

Week 6:

• Learning Intentions: Begin to show confidence in talking and listening / Talk and listen confidently in different contexts, exploring and communicating ideas
• Themes: As this is the final week and has an exhibition, the main focus for this week is interacting with others / The children will have to discuss, question and answer other children and adults
• NC / QCA Links: English: En1 3a, 3b, 3c, 3d, 3e, 8c, 8d & En3 1d, 9a / DT 2d, 2e, 2f, 5c / PSHE 5c, 5e
• Primary Framework: Work effectively in groups by ensuring that each group member takes a turn challenging, supporting and moving on
• Success Criteria: Are the children talking confidently to the visitor at the exhibition?
  Can the children listen to others and wait for their chance to communicate their own ideas?
• Events & Organisation: The only real consideration this week is to organise the exhibition. The children should be heavily involved in this

Medium Term Plans:

Week 1:

• Learning Intentions: To learn about changes to seaside places since 1930 in the UK / To be aware of environmental issues associated with travel / To learn about weather in seaside towns in different countries
• Themes: People interacting with a place since 1930 / Emotional affect of places on people / Human and physical features of a place
• NC / QCA Links: English Speaking and Listening / History Britain since 1930 / Geography Knowledge and understanding of places / Citizenship and PSHE Topical issues / ICT Prepare information for development
• NLS / NNS Links: Literacy / ICT applications MP3 commentary / Non-fiction Unit 1 / Mathematics / Block C Handling Data and Measures
• Success Criteria: All children know why people visit places by the sea. Some children will begin to identify places with different weather systems and all children will know that the weather is sometimes unpredictable.
• Organisation: Teachers need to invite two elderly people to talk about their seaside memories.
  Atlases and Google Earth required.

Week 2:

• Learning Intentions: To learn about artists’ and architects’ responses to seaside towns / To create imaginative seaside works of art
• Themes: Art and architectural features of a seaside town in the UK / Use of seaside stimuli for works of art and design
• NC / QCA Links: Art and Design Explore and develop ideas QCA Can we change places? / Design Technology 1a, 2a, 3a Focused practical tasks / Geography 3b How places are changing
• NLS / NNS Links: Mathematics Choose and use appropriate units to measure
• Success Criteria: Children will identify seaside art and architecture and common features of seaside towns. All children can create a work of art and design stimulated by seaside themes.
• Organisation: Teachers need to prepare an interviewee who is an artist. Sets of photographs

Week 3:

• Learning Intentions: To learn about contrasting seaside towns and cities around the world with particular reference to the Caribbean / To identify similarities and differences between places
• Themes: People, places and landmarks / Historical reasons for the movement of people
• NC / QCA Links: Citizenship and PSHE Lives of people in other places and times Geography What is this place like? Map skills, locational knowledge / History Events, people and changes in the past
• NLS / NNS Links: Literacy Unit 4 Strand 7 / Mathematics Block C Handling Data and Measures / Choose and use appropriate units to measure
• Success Criteria: Children will be developing an idea of the movement of people from one country to another for different reasons / Some children will consider the economic impact of tourism.
• Organisation: Invite musicians to play Caribbean music / Invite someone to talk about the Caribbean.

Week 4:

• Learning Intentions: To be able to show preferences in discussion / To know about time / To know that persuasive text is used in advertising / To be able to use ICT to search for information
• Themes: Holidays / How information reaches us / How people use electronic technology at home
• NC / QCA Links: Geography 3b Knowledge and understanding of places / PSHE and Citizenship Work and Leisure / ICT 1a Finding things out 2a Developing ideas
• NLS / NNS Links: Literacy Creating and shaping texts Persuasive language / Mathematics Block C Handling Data and Measures
• Success Criteria: All children make preferences with the knowledge of features of a place. Some children will know about the months of the year and the seasons. Children will be able to use persuasive language.
• Organisation: Use of ICT for the whole class is preferable for this activity.

Week 5:

• Learning Intentions: To learn about the relationship between people and the environment / To know that seaside towns have to be protected from the tides and the weather
• Themes: Environmental issues and sea defences / People at work
• NC / QCA Links: Citizenship and PSHE Looking after ourselves / Geography What is this place like? Environmental issues
• NLS / NNS Links: Literacy Non-fiction Unit 1 Note taking and research techniques using information and ICT texts
• Success Criteria: Children will understand that all places change over time. Some children will understand that some seaside towns are being regenerated.
• Organisation: Teachers will need to prepare a Big Book for the children to make for the class library.

Week 6:

• Learning Intentions: To celebrate the children’s learning through a visit, presentations, an exhibition or moving images
• Themes: Learning outside the classroom / Shared endeavour
• NC / QCA Links: ICT Use of cameras and voice recorders / This unit will bring together all NC subjects covered
• NLS / NNS Links: Literacy Unit 3 Work collaboratively on an ICT-based presentation Phases 3 and 4 Write their own reports
• Success Criteria: All children share in an enjoyable activity in which they consolidate the learning about seaside towns.
• Organisation: Teachers will need to decide when and if the class will participate in an outing to the seaside.

Medium Term Plans:

Week 1:

• Learning Intentions: To enjoy a visit to the theatre / To understand that theatre is drama, a way of telling a story / To begin to understand about pantomime
• Themes: Introduction to theatre / Storytelling in drama
• NC / QCA Links: English / Reading for information / Art and design Exploring and developing ideas / QCA Science Unit 3C Characteristics of materials
• Primary Framework: NLS Traditional stories, plays / Non-fiction information texts on topics of interest
• Success Criteria: Can they talk about pantomime as a form of theatre? What stories are used in pantomime?
• Organisation: Visit to a pantomime (professional or amateur) or arrange for a theatre company to come into school

Week 2:

• Learning Intentions: To learn about theatre as an entity / To learn who works in a theatre and what they do
• Themes: What is involved in putting on a theatre show? Who does what?
• NC / QCA Links: Art and design Exploring and developing ideas / QCA Art and design Unit 2C Can buildings speak? / QCA Geography Unit 19 How and where do we spend our time?
• Primary Framework: NLS Working as a group
• Success Criteria: Do the children understand what a theatre is? Can they discuss what is involved in putting on a show?
• Organisation: Resources – art and crafts

Week 3:

• Learning Intentions: Introduction to musicals as a form of theatre
• Themes: What makes a good musical?
• NC / QCA Links: QCA Music Unit 8 Ongoing Skills / QCA PE Unit 8 Dance activities
• Primary Framework: NLS / Plays
• Success Criteria: Can the children sing some of the songs? Can they discuss features of a musical? Children work together to choreograph a short dance.
• Organisation: Video/DVD of a musical / Hall

Week 4:

• Learning Intentions: Introduction to Japanese theatre / To develop an interest in theatre around the world
• Themes: Japanese Noh Theatre / Mask making
• NC / QCA Links: QCA Art and design Unit 6B What a performance / QCA Citizenship Unit 05 Living in a diverse world / QCA Geography Unit 5 Where in the world is Barnaby Bear?
• Primary Framework: NLS Making up a story
• Success Criteria: Can they talk about their mask? Explain why it looks the way it does. Can they act in the character of the mask?
• Organisation: Internet access / DT masks / Hall

Week 5:

• Learning Intentions: Street theatre / To see that ‘theatre’ can happen in any setting / To learn some street theatre
• Themes: Mime / Circus skills
• NC / QCA Links: QCA Geography Unit 19 How and where do we spend our time? QCA ICT Unit 3B Manipulating sound
• Primary Framework: Communication without words
• Success Criteria: How effective are they at communicating without speech?
• Visitors & Organisation: Circus/street theatre practitioner to lead a session / Hall

Week 6:

• Learning Intentions: To put on a showcase of different types of theatre
• Themes: Bringing the unit together to present to another class
• NC / QCA Links: QCA ICT Unit 3B Manipulating sound
• Success Criteria: Was the showcase a success?
• Organisation: Another class / Hall
   

Medium Term Plans:

Week 1:

• Learning Intentions: To be able to imagine and describe the atmosphere of school fairs or similar events / To be able to work effectively in a group
• Themes: Events and occasions / School as community
• NC / QCA Links: PE /Music
• NLS / NNS Links: Group Discussion and Interaction / Drama / Poetry
• Success Criteria: During group work observe children’s discussions and their ability to justify ideas.
• Organisation: This is to alert teachers of special resources, booking visits/visitors, getting in extra help etc. that will be needed.

Week 2:

• Learning Intentions: To be able to look for clues in a painting / To identify similarities and differences in games
• Themes: Games / Looking at paintings
• NC / QCA Links: PE / Art & Design / Geography / History
• Success Criteria: Children’s ability to identify and discuss similarities and differences between games / Children’s ability to choose and use a variety of media to compose a picture.
• Organisation: Children’s Games by Pieter Bruegel the Elder

Week 3:

• Learning Intentions: To understand how to price the game taking into account probability and overheads / To design, make and test a game which will be played at the event
• Themes: Games / Profit and loss
• NC / QCA Links: PSHE: Co-operating in group work / PE / Design & Technology
• NLS / NNS Links: Numeracy: Calculations involving money
• Success Criteria: Children’s ability to make a game / Children’s ability to calculate an appropriate price for players to spend on the game.

Week 4:

• Learning Intentions: To identify features on a plan / To be able to construct a persuasive argument and deliver it effectively
• Themes: Map-work
• NC / QCA Links: Geography
• NLS / NNS Links: Literacy: To construct a persuasive argument and deliver it effectively
  Numeracy: To recognise the need for a scale in plans
• Success Criteria: Children will be able to design and make a poster effectively advertising the event.
• Organisation: An adult volunteer to undertake role-play

Week 5:

• Learning Intentions: To understand that there are a variety of ‘jobs’ to be allocated on the day of the event / To be able to allocate themselves a role within this event and recognise the responsibility of this position
• Themes: Taking responsibility
• NC / QCA Links: PSHE/Citizenship / Geography
• NLS / NNS Links: Literacy: Non-fiction text and persuasive writing: Making programmes, advertisements, etc.
• Success Criteria: Plans for the event are complete.
• Organisation: Invite adult to help with the event; invite them to planning meeting this week.

Week 6:

• Learning Intentions: To consider how the contribution of others and themselves affect the school community / To write letters of thanks to a range of people involved in contributing to the event
• Themes: Taking responsibility
• NC / QCA Links: PSHE/Citizenship
• NLS / NNS Links: Literacy: Letter writing / Numeracy: Working with money, giving change
• Success Criteria: The event is a success! / Children show responsibility and act appropriately during the event.
• Organisation: Adults needed to assist with event

Medium Term Plans:

Week 1:

• Learning Intentions: To write a letter / To draw a map / To develop a sequence of movements
• Themes: Meet the Aliens What were the Aliens like and where did they come from?
• NC / QCA Links: English 1a /  Geography 1a, 2c, 2e / Science 2a, 2c / PE7a, 7b
• Primary Framework: Make decisions about form or purpose / Record the vocabulary of position, direction and movement
• Success Criteria: The children will relate and retell details about their lives. The children are able to record given information in the form of a map.
• Organisation: It is necessary to provide a strange shaped bottle in order for the children to imagine it is from the alien

Week 2:

• Learning Intentions: To recognise and use coordinates / To make a plan / To recognise individuality
• Themes: The Alien Planet What was the alien planet like, what was on the alien planet?
• NC / QCA Links: Maths 1h, 3a, 3c / Geography 2c, 2e / DT 1c, 1d, 2d / Art1a, 5a / PSHE 1a, 4a,
• Primary Framework: To read and record the vocabulary of position, direction and movement
• Success Criteria: The children will make a plan of the alien planet using coordinates, if they succeed they will also produce a visual representation.
• Organisation: Small group and independent work

Week 3:

• Learning Intentions: To compose a piece of music / To generate a design / To write a set of instructions
• Themes: The alien lifestyle What was alien music like, what do the aliens do for fun?
• NC / QCA Links: Music 1c,2b,5a,DT1a,1b,2a,2d,English1a,1e,8b
• Primary Framework: Music 1c,2b,5a,DT1a,1b,2a,2d,English1a,1e,8b
• Success Criteria: The children will generate and produce ideas about the alien lifestyle.
• Organisation: Small group work

Week 4:

• Learning Intentions: To draw a story map / To write a play script / To perform a play script
• Themes: Hercules quests-What happens when Hercules meets a new monster
• NC / QCA Links: Art 1a,1c, 5a / English 1a, 1e, 9b, 4a, 4b, 4c, 4d / DT 1a, 2a,5b / Maths 4b
• Primary Framework: Present events and characters through dialogue to engage the interest of the audience / Signal, sequence, place and time to give coherence.
• Success Criteria: The children will develop their knowledge of the new monster to write and perform their own play.
• Organisation: Working in pairs, the space for the children to practise their plays without interference from other groups. A performance space

Week 5:

• Learning Intentions: To write a comic strip / To use problem solving / To use directions
• Themes: Theseus and the Minotaur-What were mazes and labyrinths?
• NC / QCA Links: ICT 1a, 1b / PE 5f, 11b, / Maths 2a / Art 1a / DT 2d, 4a
• Primary Framework: Use layouts, format, graphics and illustrations for different purposes.
  Read and record the vocabulary of position
• Success Criteria: The children will be able to make a maze and record the plan by using directions and problem solving.
• Organisation: Computers for the investigation into mazes. Large space to make the maze

Week 6:

• Learning Intentions: To plan an event / To write an invitation / To generate a design
• Themes: The Alien and Monster party
• NC / QCA Links: English 1a, 2c, 3b, 5b / DT 1a,1b,1d, 2f, 5b, Art 2c
• Primary Framework: Write non narrative texts using structures of different types
• Success Criteria: The children will plan, put together and host a successful alien and monsters party.
• Organisation: Large enough room for the class to host the party

Medium Term Plans:

Week 1:

• Learning Intentions: To understand how codes and maps / To create their own “Alien landscape”
  To appreciate that we are all unique; similar and different to others in many ways and to understand that we should treat people kindly as we would wish to be treated
• Themes: Water and its effects on landscapes and people, including the physical features of rivers,
  Looking after ourselves and others
• NC / QCA Links: Geography 1a / PSHE – 4b / Citizenship 4b
• Primary Framework: NNS: Identify patterns and relationships involving numbers or shapes, and use these to solve problems, Answer a question by collecting, organising and interpreting data
• Success Criteria: Children’s alien landscape demonstrates imagination / Children show understanding of similarities and differences between people / Children can decode and apply the alien code successfully
• Organisation: Classroom work – both individual and group-based

Week 2:

• Learning Intentions: To be able to explain about different modes of travel and their advantages / To be able to make a simple map / To be able to create a decorative design / To be able to produce (in pictures and words) a short but structured story
• Themes: Modes of transport/travel / Map-making
• NC / QCA Links: Geography – 2a, 2e / En3 – Writing 1a / SC1 – 2e
• Primary Framework: NLS: 9, Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved, Write non-narrative texts using structures of different text-types, Use layout, format graphics and illustrations for different purposes
• Success Criteria: Children can recall and recreate their journey to school / Children can set up and draw conclusions from simple experiments / Children can create a simp0le picture story with a beginning, middle and end
• Organisation: Classroom work – both individual and group-based Organise a class trip to a transport museum or similar where possible / The children will need access to a water tank or water-play area in order to test their boats

Week 3:

• Learning Intentions: To learn about flight and air travel – crafts and fuels, space travel – history, discovery and science / To appreciate the contribution of women in the history of space flight / To be able to name a flying object and an object moving in space / To be able to articulate key facts in the history of space travel
• Themes: Air and Space travel / The history of space travel
• NC / QCA Links: En1 Speaking 2c / History 2a, 2c
• Primary Framework: NLS: 1, Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and accounts are ended effectively, Develop and use specific vocabulary in different contexts
• Success Criteria: Children show some understanding of the history and development of flight / Children apply what they have learned in this and previous lessons to the creation of their own means of transportation / Children can research for simple facts about space/space travel
• Organisation: Classroom work – both individual and group-based You’ll need to provide a wide variety of paper weights and thicknesses / Children will need space to test their paper planes

Weeks 4 & 5:

• Learning Intentions: To be able to explain what we mean by the solar system, name the planets and to be able to articulate facts about these / To be able to listen attentively and appreciate the atmosphere and emotions embodied in music / To be able to use colour and form in creative self-expression
• Themes: The Solar System
• NC / QCA Links: En2 – Reading, 3a, , ICT – 1a, Sc4 – 4, The Earth and beyond, Art & Design – 2c
• Primary Framework: NLS: 1, Explain process or present information, ensuring that items are clearly sequenced, relevant details are included and accounts are ended effectively, Develop and use specific vocabulary in different contexts
• Success Criteria: Children learn about the Solar System, can name the planets and show simple knowledge of each / Children react appropriately to music and show individual interpretation through their art
• Organisation: Classroom work – both individual and group-based The children will need access to art materials / The children will need access to books/library/internet for research purposes

Week 6:

• Learning Intentions: To be able to explain the Big Bang theory and the notion of an expanding universe / To develop self-expression in abstract pictures and dance / To appreciate arguments for and against life on other planets / To appreciate the matching of music and movement in self-expression through dance
• Themes: The Big Bang theory / Life on other planets
• NC / QCA Links: Citizenship, 2a, En1 – Speaking and Listening 3a, 3c, Music – 3c
• Primary Framework: NLS: 3, Use the language of possibility to investigate and reflect on feelings, behaviour or relationships
• Success Criteria: Children show self-expression through dance and art / Children participate and are engaged in rocket experiments / Children can articulate an argument in a debate, and consider opposing ideas / Children react appropriately to music and show individual interpretation through dance
• Organisation: Classroom work – both individual and group-based You’ll need access to the hall for dance activities / You may need to take the children outside for the rocket experiments
   

Medium Term Plans:

Week 1:

• Learning Intentions: To design an outfit that suggests happiness / To write an emotion poem / To write a piece of imaginative writing
• Themes: To recognise how different emotions can be shown in a variety of stimuli
• NC / QCA Links: En 3a, 3b, 3c, 3d / DT 1a, 1d, 3a / PSHE 4a, 4c
• Primary Framework: Creative writing / Poetry
• Success Criteria: Are the children able to distinguish the different emotions and give their reasons for their choices?
• Organisation: Variety of spaces that will give the children the opportunity to experience the different stimuli

Week 2:

• Learning Intentions: To create an emotion painting / To describe a specific scene /To recognise body language
• Themes: To recognise how an artist can show a variety of emotions in their paintings
• NC / QCA Links: PE 6b / Art 1a, 4a, 4c / En 1a, 1c, 4a, 4b, 4c, 9a
• Success Criteria: Can the children make art in a variety of emotions?
• Organisation: Enough copies of paintings for all the children to identify with the characters

Week 3:

• Learning Intentions: To record in graphic notation / To perform their own composition / To react to a piece of music
• Themes: To create and perform a piece of music linked to an emotion
• NC / QCA Links: PE 1a, 3a, 6a / Music 4b, 4d, 5a
• Success Criteria: Can the children compose and record a piece of music that suggests an emotion?
• Organisation: Some space for the children to practise their compositions

Week 4:

• Learning Intentions: To identify with a given character / To write a play script / To perform a written play script
• Themes: To use paintings as a stimulus for written work
• NC / QCA Links: En 1a, 1e, 2b, 3a, 4a, 4b, 4c, 4d / Art 1a, 3a,5a
• Primary Framework: Write and perform a play script / Discuss and evaluate each others’ work
• Success Criteria: Are the children able to write and perform their play script in the style of the painting they have chosen?
• Organisation: Enough copies of paintings for all the children to identify with the characters

Week 5:

• Learning Intentions: To plot coordinates / To solve a numerical problem / To design an advert
• Themes: To use mathematics to solve problems and make solutions for the final installation
• NC / QCA Links: En 1a, 3a, 3e, 9c / Ma 2 1b, 1a / Ma 4a, 4c / Ma 3 1h, 3c
• Primary Framework: Use the planning grids to plot coordinates / Using and applying to solve given problem
• Success Criteria: Can the children plot out a grid and solve the budget problem?
• Organisation: Opportunity to visit the headteacher/bursar / Opportunity to see on the visit the space where the installation will be held
   

Week 6:

• Learning Intentions: To work cooperatively / To plan a menu
• Themes: To bring together everything to make a successful exhibition/installation
• NC / QCA Links: En 1e, 5b / DT 2f
• Success Criteria: Has the installation been a success?
• Organisation: Opportunity to set up the installation in the chosen space the day before it is planned
   

Medium Term Plans:

Week 1:

• Learning Intentions: To listen to a story / To use imagination to create a story
• Themes:  Russian dolls / Storytelling and designing
• NC / QCA Links: Art and design – Exploring and developing ideas / ICT Finding things out / D&T Developing ideas, working with tools / Music – Listening to a range of music from different cultures / History – historical enquiry / Geography Knowledge and understanding of places
  Art and Design – all areas
• NLS / NNS Links: Literacy Speaking and listening, Group discussion, Reading for information, Writing notes and presenting information
• Success Criteria: Can they tell a story related to their Matryoshka dolls?
• Organisation: Art materials / Russian music CD

Week 2:

• Learning Intentions: To be aware of different forms of writing.To use repeating patterns and relate them to Islamic art
• Themes: Islamic calligraphy and patterns
• NC / QCA Links: Art and design – Exploring and developing ideas / ICT Finding things out / D&T Developing ideas, working with tools / Music – Listening to a range of music from different cultures /  History – historical enquiry / Geography Knowledge and understanding of places
  Art and Design – all areas
• NLS / NNS Links: NNS Shape and space /  Literacy Speaking and listening, Group discussion, Reading for information, Writing notes and presenting information
• Success Criteria: Can the children describe Arabic writing?
  Can they discuss Islamic patterns?
• Organisation: Resources – art and crafts / Islamic music CD

Week 3:

• Learning Intentions: Introduction to different form of painting
• Themes: Chinese brush painting
• NC / QCA Links: Using the local school environment / ICT Finding things out / D&T Developing ideas, working with tools / Music – Listening to a range of music from different cultures / History – historical enquiry / Geography Knowledge and understanding of places
  Art and Design – all areas
• NLS / NNS Links: Literacy Speaking and listening, Group discussion, Reading for information, Writing notes and presenting information
• Success Criteria: Can the children use their sketches to produce an artwork?
• Organisation: Access to the school outdoor environment / Chinese music CD

Week 4:

• Learning Intentions: Introduction to sculpture carving
• Themes: African soap carving
• NC / QCA Links: ICT Finding things out / D&T Developing ideas, working with tools / Music – Listening to a range of music from different cultures / History – historical enquiry / Geography Knowledge and understanding of places
  Art and Design – all areas
• NLS / NNS Links: Literacy Speaking and listening, Group discussion, Reading for information, Writing notes and presenting information
• Success Criteria: Can the children use the knife effectively and responsibly? Can they develop their ideas?
• Organisation: Internet access / African music CD

Week 5:
 

• Learning Intentions: To look at inspirations for art / To begin to compare styles of art
• Themes: European abstract art
• NC / QCA Links: ICT Finding things out / D&T Developing ideas, working with tools / Music – Listening to a range of music from different cultures / History – historical enquiry / Geography Knowledge and understanding of places
  Art and Design – all areas
• NLS / NNS Links: Literacy Speaking and listening, Group discussion, Reading for information, Writing notes and presenting information
• Success Criteria: Can they talk about what inspired their art?
• Organisation: European music CD

Week 6:

• Learning Intentions: To work together as a class to present their own work / To put on an art exhibition
• Themes: Putting on an exhibition
• NC / QCA Links: ICT Finding things out / D&T Developing ideas, working with tools / Music – Listening to a range of music from different cultures / History – historical enquiry / Geography Knowledge and understanding of places
  Art and Design – all areas
• NLS / NNS Links: Literacy Speaking and listening, Group discussion, Reading for information, Writing notes and presenting information
• Success Criteria: Was the exhibition a success?
• Organisation: Another class /  Hall / Evening session for the parents to view?
   

Medium Term Plans:

Week 1:

• Learning Intentions: To know that people need to give expression to feelings / Some people celebrate for personal reasons / Some people celebrate for religious reasons
• Themes: Celebration / Culture and traditions
• NC / QCA Links: RE QCA What religions are represented in our neighbourhood? PSHE and Citizenship Cultural, ethnic, racial and religious diversity NC 3a 3b Music Responding to and reviewing music
• NLS / NNS Links: PFFL Unit 2 Use dictionaries and thesauruses
• Success Criteria: Children understand that people from different cultures celebrate in different ways and that all cultures deserve respect. Children know that through carnivals people express feelings.
• Organisation: Teachers need to know main religious beliefs represented in the class
  A Carnival Diary will need to be given to each child
  Websites should be checked

Week 2:

• Learning Intentions: To know about famous carnivals / To know about the role of artists and musicians / To know about the history of carnivals and that traditions continue but also grow and change
• Themes: Culture and traditions / Historical background / Artistic expression through the ages
• NC / QCA Links: NC History 2a History of Britain in its wider world context, ideas, beliefs and attitudes of people in the past / NC Art 5d To investigate art, craft and design in a variety of genres and traditions
• NLS / NNS Links: PFFL Non-fiction / Unit 1 Recount newspaper articles / Unit 2 Develop and refine ideas in writing
• Success Criteria: Children can discuss famous carnivals and locate places on the map of the world. Children have knowledge of the historical origins of carnivals / Children can respond to artefacts from different times and cultures.
• Organisation: Invite a carnival artist or musician in to the school to give a demonstration of his/her art

Week 3:

• Learning Intentions: To design and plan an event / To develop artistic and musical imaginative ideas / To know that working as a team involves negotiation
• Themes: Culture and traditions / The creative expression of feelings
• NC / QCA Links: NC English Writing 2a, b, c, d, e, f Planning and drafting / NC Art 5a Explore a range of starting points /NC PE 6a Create and perform dances
• NLS / NNS Links: PFFL Non-fiction Unit 2 Develop and refine ideas in writing
• Success Criteria: Children are all involved in planning and decision making for a real carnival event. Children can develop and use their own imaginative ideas
• Organisation: Use of large space (hall) for dance activity / Art materials for colour experiments / Samples of four kinds of music

Week 4:

• Learning Intentions: To develop whole-class and group dance sequences for performance / To evaluate dances and music workshop through speaking and writing
• Themes: The creative expression of feelings
• NC / QCA Links: PE QCA Unit 9 To use simple choreographic principles / Music NC Play untuned instruments / Music QCA Unit 10 Play it again. Exploring rhythmic patterns
• NLS / NNS Links: PFFL Non-fiction Unit 1 Letter writing / Unit 2 Develop and refine ideas
• Success Criteria: Children all contribute to teamwork to prepare a performance. Children build self-esteem and confidence in their abilities.
• Organisation: Music pieces required / Organise a music workshop with musicians either samba, drumming or steel pan

Week 5:

• Learning Intentions: To know about extensive preparations for carnivals / To make and design artefacts / To know about the issues surrounding the environment of rainforests
• Themes: Culture and traditions / Artistic expression of feelings
• NC / QCA Links: NC D&T 5b Focused practical tasks / NC Geography 4b Changes to places 3b Location / ICT 5b Explore a variety of information sources
• NLS / NNS Links: PFFM Unit 1 Choose and use appropriate measures
• Success Criteria: All children know about Mas Camps and preparations for a carnival. All children share in making costumes to wear / All children know about rainforest issues
• Organisation: Art materials required for costumes / Research for rainforest information

 Week 6: 

• Learning Intentions: To develop a performance to give expression to feelings / To share in a celebration / To review and evaluate learning
• Themes: Shared celebration / Culture and traditions / Artistic expression of feelings
• NC / QCA Links: PSHE and Citizenship Taking part in school and community activities
• NLS / NNS Links: NFFL Unit 1 Plan, draft and write a newspaper article
• Success Criteria: All children join in a celebration which is enjoyable and based on knowledge of the origins of carnivals
• Organisation: Arrangements for wet weather / Adult helpers / Musical instruments and sound system
   

Medium Term Plans:

Week 1:

• Learning Intentions: To know the location of tropical rainforests / To know facts about the countries in which they are found / To understand the climate of rainforests
• Themes: How weather affects human activity / To empathise with different groups of people in the world
• NC / QCA Links: Geography – knowledge and understanding of places 1a, 2a, 2c, 3a, 3f / Weather – Unit 7 / Science SC4 4d
• Primary Framework: Core learning 9, Creating and shaping text, poem / Speaking and listening
  Drama
• Success Criteria: To be able to discuss countries making specific reference to the weather.
• Organisation: Internet access for research or books on the subject of rainforests

Week 2:

• Learning Intentions: To know about the different layers found within the rainforests / To learn about the Yanomami tribe
• Themes: Empathise with groups of people living in different environments
• NC / QCA Links: Geographical skills and enquiry 1a, 1b, 2d, 2f Knowledge of places 3a
  Science 2, 1c / Citizenship – Unit 5 Diverse world
• Primary Framework: Core learning 9, Creating and shaping text, 10, Next chapter of story
• Success Criteria: To be able to describe layers in rainforest / To know facts about the Yanomami tribe.
• Organisation: Internet/books

Week 3:

• Learning Intentions: To know which animals are found in different rainforest locations / To know that animals adapt to their environmentsTo be aware of how rainforests are being altered
• Themes: Sounds of the rainforest (for final week)
• NC / QCA Links: Geographical enquiry / Science 2 1c, 5b, 5c / ICT / Music
• Primary Framework: Core learning 12, Presentation / Picking out key words/facts
• Success Criteria: To be able to explain the reasons for change / To produce a well presented piece of writing / A musical composition which reflects how the children feel about the rainforest.
• Organisation: Paper for the leaves on which stories are to be presented / Musical instruments/ computer programme for sounds of the rainforests / Tape recorder or similar

Week 4:

• Learning Intentions: To know what a desert is and where they are found
• Themes: Empathy through drama
• NC / QCA Links: Geographical enquiry
• Primary Framework: Core learning 12, Presentation, 9, Creating text, 2, Speaking and listening, 4, Drama
• Success Criteria: To know what makes a desert a desert. To be able to give facts about deserts around the world.
• Organisation: Internet/ books

Week 5:

• Learning Intentions: To know about plant and animal adaptations in deserts / To understand the way of life of nomadic people
• Themes: People of the desert
• NC / QCA Links: Science 1, Scientific enquiry 2b / Science 2, Life processes 5b, 5c / Citizenship Unit 5
• Primary Framework: Core learning 4, Drama
• Success Criteria: To be able to explain how plants/animals survive. Give facts. Knowledge of the Tuareg tribe. Successful food chain.
• Organisation: Internet/books

Week 6:

• Learning Intentions: To create a tropical rainforest classroom / To appreciate foods from the rainforests
• Themes: Conclude research, answering questions from Week 1 / Empathy with tribes people
• NC / QCA Links: Design and Technology, Investigating and making / Knowledge and understanding
• Primary Framework: Speaking and listening, discussion of chosen film / Drama
• Success Criteria: To be able to describe fruit and vegetables.
• Organisation: Coloured paper, scissors etc. to create rainforest classroom / A variety of foods, see lang development. check for allergies / Chosen film
   

Medium Term Plans:

Week 1:

• Learning Intentions: To revise their understanding of the seasons of the year and how these relate to geographical position on the globe / To understand the reasons for different kinds of climate in different parts of the world
• Themes: Planet Earth / Climate and weather
• NC / QCA Links: Geography
• NLS / NNS Links: Literacy: Listening and recording non-fiction information
• Success Criteria: Knowledge of basic words associated with global regions and that
  different parts of the world have different weather.
• Organisation: Visitor who has moved to UK from hot country

Week 2:

• Learning Intentions: To understand how the Earth’s orbit and rotation affect climate and day length
• Themes: Seasons, daylight hours, etc / Cold regions (Arctic/Antarctic)
• NC / QCA Links: Geography / Science / Citizenship (awareness of other communities in different parts of UK)
• NLS / NNS Links: Research using internet to produce non-fiction text
• Success Criteria: Children will be able to explain that day/night length vary dramatically in places nearer to the North and South Poles; they will be able to name places that are colder than where they live.

Weeks 3 & 4:

• Learning Intentions: To understand how mammals, birds, insects, reptiles and amphibians adapt to adversely cold conditions
• Themes: Animal adaptation to cold / Hibernation and migration
• NC / QCA Links:  Science /PSHE/Citizenship
• NLS / NNS Links:  Use of non-fiction texts, both printed and electronic / Making a non-fiction booklet/contributing to non-fiction class book
• Success Criteria:  Children will produce a booklet on a chosen animal and contribute to the class book.

Weeks 5 & 6:

• Learning Intentions: To understand how humans survive in cold countries through use of technology / To undertake design challenges relating to clothing, shelter and transport
• Themes: Human adaptations through technology: clothing, shelter and transport
• NC / QCA Links: Design & Technology / Science / PSHE/Citizenship
• NLS / NNS Links: Speaking and listening: Discussion, negotiation, planning, evaluation
  Numeracy: Estimation and measurement
• Success Criteria:  Children will produce successful and working designs for clothing, shelter and housing appropriate to a cold climate / They will evaluate the success of their designs
• Organisation: Need large-scale recycled materials / Possibly need help from other adults
   

Medium Term Plans:

Week 1:

• Learning Intentions: To understand the concept of “sacred” / To articulate the reason for the choice of spaces special to them / To distinguish and explain the function of significant spaces in their school and local environment.
• Themes: Special spaces
• NC / QCA Links: RE / Geography Citizenship / ICT
• Primary Framework: PFL Strands 1, 2, 3, 9 / PFN Strand 7
• Success Criteria: Children will be able to articulate the reason for the choice of spaces special to them / Children will distinguish and explain the function of significant spaces in their school and local environment.

Week 2:

• Learning Intentions: To use the concept of belonging to understand how a sacred space can create a sense of community / To understand how the school functions as a community / To explore how sacred spaces create and are a resource for communities.
• Themes: Community and Relationships
• NC / QCA Links: RE / ICT  / Geography  / Citizenship
• Primary Framework: PFL Strands 1, 2, 3, 5, 6, 7,8, 9, 10, 11, 12 / PFN Strand 7
• Success Criteria: Children will research and report on how specific places are a community resource and produce their own publicity material.
• Organisation: Visitors from local community groups.

Week 3:

• Learning Intentions: To reflect on the nature of space as mystery / To describe the experience of being in a sacred space / To explore and celebrate the creative arts of a sacred space.
• Themes: Mystery and Experience
• NC / QCA Links: RE / Citizenship  / ICT / Design & Technology / Art & Design / Music
• Primary Framework: PFL Strands 1, 2, 3 / PFN Strand 5
• Success Criteria: Children will have an understanding of the contribution of art, design and music to the enhancement of places of worship.
• Organisation: Visit to a local place of worship

Week 4:

• Learning Intentions: To explore the distinction between the concepts of signs and symbols / To apply the idea of symbol to the everyday experience of the children / To be able to read the symbolism of a variety of places of worship and connect these symbols to the beliefs of specific faiths.
• Themes: Symbolism and Resource
• NC / QCA Links: Geography / Citizenship / Design & Technology / Art & Design
• Primary Framework: PFL Strands 1, 2, 3 / PFN Strand 7
• Success Criteria: Children will understand the nature of information conveyed by symbols.

Week 5:

• Learning Intentions: To make connections between the children’s personal narratives and the concept of sacred space as story / To investigate the stories behind sacred spaces and discuss similarities and differences.
• Themes: Narrative and Challenge
• NC / QCA Links: Geography / Art & Design  / History
• Primary Framework: PFL Strands 6, 9, 10, 11, 12 / PFN Strand 7
• Success Criteria: Children will use a variety of resources to discover and retell the histories of sacred spaces and produce leaflets and/or PowerPoint presentations. 

Week 6: 

• Learning Intentions: To reflect on inward and outward journeys to special places / To design and construct a sacred space / To plan and experience a pilgrimage
• Themes: Journey and Risk
• NC / QCA Links: RE NNSF / ICT  / Geography Citizenship / Art & Design
• Primary Framework: PFL Strands 1, 2, 3, 4, 10, 12
• Success Criteria: Children will construct a sacred space in the school / Children will lead other classes on a pilgrimage to the school sacred space
• Organisation: Need to identify suitable space in school for a sacred space.

Medium Term Plans:

Week 1: To be an Olympian!

• Learning Intentions: To introduce the theme of a healthy lifestyle as an important element in success in sport.
• Themes: The Olympic games / Healthy lifestyles / Physical fitness
• NC / QCA Links: PE / Science / PSHE
• Primary Framework: Children maintain a loose leaf Challenge Journal throughout unit
• Success Criteria: Children understand that everyone can be a champion, even if they don’t make the Olympics.
• Organisation: Arrange for visit of sports expert to organise sport-based fitness programme.

Weeks 2 & 3: Grow Your Own Veg

• Learning Intentions: To take on the challenge of eating more healthily and doing more exercise / To design a vegetable garden in which to grow some food of their own.
• Themes: Gardens, vegetables, growing things / Healthy lifestyles / Physical fitness
• NC / QCA Links: PE / Science / PSHE / Design & Technology
• Primary Framework: Literacy: use appropriate recording techniques / Numeracy: estimation and measurement of length and area
• Success Criteria: The children’s ability to apply classroom-based research to the design of the garden / Their ability to accurately use measurement instruments and to draw to scale.
• Organisation: Find a space for a class vegetable garden / Arrange for gardening expert to visit and/or for the children to visit local allotments/public vegetable garden.

Week 4 & 5: Superfoods

• Learning Intentions: To prepare plans and work on the vegetable garden / To explore and examine claims made for health giving properties of different foods / Raise awareness of promotional and persuasive media / To design and make structures that will enable seeds to grow.
• Themes: Foods and superfoods / Healthy eating / Healthy lifestyles / Physical fitness
• NC / QCA Links: PE / Science / PSHE / Design & Technology
• Primary Framework: Literacy: to analyse and understand reasons for the use of persuasive writing in the media / To develop vocabulary and evaluative terminology in relation to foodstuffs /Numeracy: data handling, creating graphs and charts / Measuring volume/ capacity
• Success Criteria: Children will be able to gainknowledge of human body daily requirements and food preferences to design an ideal snack.

Week 6: Are We the Champions?

• Learning Intentions: To augment and reinforce learning through designing and making a group project.
• Themes: Healthy lifestyles / Physical fitness
• NC / QCA Links: PE / Science / PSHE / Design & Technology
• Primary Framework: Slogans, captions and signage in appropriate register.
  Estimation of size, proportion, scale
• Success Criteria: Completion of Challenge Journal and Physical Fitness Programme;
  Construction of Superchamps
• Organisation: Large recycled resources (large boxes, card rolls etc.).

Medium Term Plan:

Week 1:

• Learning Intentions: To investigate and locate the main physical features of Britain / To investigate scales and distances from maps and equate with timings for travel.
• Themes: Identity/ citizenship / Britain – geography/ history / Mapwork
• NC / QCA Links: Citizenship / Geography / History
• Primary Framework: Discussion and use of language in presenting information, script writing, poetry and story writing
• Success Criteria: Use of map reading skills and development of locational knowledge.
• Organisation: Maps, tourist brochures

Week 2:

• Learning Intentions: To appreciate the diversity that is apparent in many classrooms / To begin to be aware that some children and adults have an affinity with other countries rather than Britain / To explore the World of Nations through connections existing with other countries.
• Themes: Diversity and community Food from around the world
• NC / QCA Links: Citizenship / Geography
• Primary Framework: Imaginary worlds/ countries; creating narrative
• Success Criteria: Able to present information about their own and other countries in a variety of forms.
• Organisation: Cooking or tasting (if time)

Week 3:

• Learning Intentions: To increase children’s awareness and knowledge of their country, especially with regard to their locality / To work in a variety of mediums in viewing landscapes both rural and urban.
• Themes: Travel / Journeys / Observations and perspectives
• NC / QCA Links: Citizenship / Geography
• Primary Framework: Non-fiction texts: reading and writing; presenting information in range of formats
• Success Criteria: Demonstrate familiarity with the local environment around the school.
• Organisation: A large space in the classroom will be needed for a gallery, or this could be in a hall / Assistance with taking a group outside the school

Week 4:

• Learning Intentions: To develop an understanding the history, culture and people of our country / To appreciate the diversity and similarities between people of the nation(s).
• Themes: Famous people / Diversity and community
• NC / QCA Links: History / PML: saying helo in range of ethnic languages / Art & Design / Music: anthems / Citizenship
• Primary Framework: Speaking and listening: range of accents and idioms Drama
• Success Criteria: Begin to understand the heritage of their country / Be able to say simple words in other languages represented within UK population / Create music to match the nation.

Week 5:

• Learning Intentions: For children to become aware of their own identity as part of their own country and their identity as being part of Britain / To discuss what the children and others think of their regional identity and their British identity.
• Themes: Citizenship: identity; belonging to a community and nation; inclusion and diversity
• NC / QCA Links: Citizenship / Geography
• Primary Framework: Developing critical awareness of hidden messages in text and images
• Success Criteria: Children to be able to use a range of media to express the community/ nation to which they belong.
• Organisation: Gallery space / Flags

Week 6:

• Learning Intentions: To contribute towards the creation of a final presentation.
• Themes: Celebrating local and national culture
• NC / QCA Links: Citizenship / Geography / History
• Primary Framework: Speaking and listening: presentation skills
• Success Criteria: To participate in a shared presentation of their learning.
• Organisation: Arrange presentation venue and audience

Medium Term Plans:

Week 1:

• Learning Intentions: To understand what is meant by prehistory, and what an archaeologist does / To find out about one of the earliest strongholds, a "broch" / To consider the lives of the people who lived in that place.
• Themes: Awareness of prehistoric places built before our written history / Awareness of the lives of an ancient people.
• NC / QCA Links: History 8, Key Stages 1 and 2:How was the grave at Sutton Hoo discovered?
• Primary Framework: NLS 3: Group discussion and interaction / NNS 1: Using and applying mathematics.
• Success Criteria: Learning that the depth of historical knowledge can be gained through study of historical places / Gaining an awareness of the people of the Iron Age / Enthusiasm for the project!
• Organisation: The teacher should ask the children to bring in photographs, postcards or drawings of castles. Travel brochures can be useful / The teacher could bring in books from the library plus the OS map of Ancient Britain (see list of resource information provided) / The children will be provided with the story, photographs and illustration of the "broch".

Week 2:

• Learning Intentions: To find out more about the brochs / To consider why, where and how they were built.
• Themes: The prehistory of a stronghold in Northern Britain during the Iron Age.
• NC / QCA Links: Geography 5, Key Stages 1 and 2: Geography study within a history unit.
• Primary Framework: NLS 3: Group discussion and interaction.
• Success Criteria: Knowledge of where brochs are to be found / An understanding of why and how they were built.
• Organisation: A map of Ancient Britain should be pinned up on the wall / Children should make use of notebooks to record useful information they have learned about the brochs / Folders should also be provided to collect drawings, photographs and pictures.

Week 3:

• Learning Intentions: To find out more about the people of the broch:
  How did they live? What did they eat and wear? What might they have done in their leisure time, particularly the children
• Themes: How the people of the Iron Age in Northern Britain lived, worked and played. Considering the differences with today.
• NC / QCA Links: Geography 2, Key Stages 1 and 2: Notions of work, recreation and leisure.
• Primary Framework: NLS 3: Group discussion and interaction. NLS 7: Understanding and interpreting texts.
• Success Criteria: An understanding of the skills of the people in the broch / Thoughtful ideas about how they lived, worked and played.
• Organisation: Copies of the continuing story to be provided for all children to encourage drawings of the inside of the broch, the clothes they wore, tools, pottery, etc. Perhaps even a menu of an Iron Age meal! / Record information in notebooks.

Week 4:

• Learning Intentions: To find out about the climate in the Iron Age / To consider what effect this had on the environment and the lives of the people / To discuss climate change in 2009.
• Themes: The Iron Age climate and environment / Today’s climate and environment.
• NC / QCA Links: Geography 4, Key Stages 1 and 2: What's in the news? Geography 5, key stages 1 and 2: Weather around the world / ICT at Key Stages 1 and 2: Monitoring environmental conditions and changes.
• Primary Framework: NLS 7: Understanding and interpreting texts / NNS 1: Using and applying mathematics.
• Success Criteria: An understanding that climate and the environment change over time / An awareness of how this changes life for the people at that time.
• Organisation: A geological time line could be put up on the wall to show climate change / Articles about climate change could be obtained and added to folders /Climate information added to the notebooks.

Week 5:

• Learning Intentions: To visit any local stronghold or castle to identify what is still there and learn about its history / Draw and/or photograph, and describe the building / (If this is not possible visit a local museum that has Iron Age exhibits or invite a local archaeologist to give a talk about the Iron Age.)
• Themes: Building on the work done so far to include local historic places, artefacts or knowledge.
• NC / QCA Links: History 3, at Key Stage 3: What's history got to do with us?
• Primary Framework: NLS 3: Group discussion and interaction / NNS 1: Using and applying mathematics.
• Success Criteria: To gain knowledge about the historical places in their own locality / To visit local museums and libraries to find out more / An increased enthusiasm for history and prehistory.
• Organisation: Prepare for visit to a local castle or stronghold, or to a museum, and/or obtain the help of a local archaeologist / Obtain parental permission / Teacher might provide some prior information and a questionnaire for the children to complete.

Week 6:

• Learning Intentions: To put together the knowledge gained over the last five weeks.
  Using notes taken, write an imaginative story about the broch or another castle, or draw and describe such a building / Group activity might include writing a short play using a stronghold as a central theme.
• Themes: Development of imaginative writing and drawing to encourage thoughtful attitudes towards past history and prehistory.
• NC / QCA Links: English 9, at Key Stages 1 and 2: Improving writing with a focus on guided writing.
• Primary Framework: NLS 3: Group discussion and introduction / NLS 7: Understanding and interpreting texts / NLS 9: Creating and shaping texts.
• Success Criteria: Development of the imagination in both writing and drawing skills.
• Organisation: Prepare the children to write a story and/or organise a group to write a play.
  Provide materials for drawing and painting / Check notebooks and folders to ensure completion of the project.
   
•  
•