TAYLOR ROAD PRIMARY SCHOOL SCIENCE AND FOUNDATION SUBJECTS MEDIUM TERM PLANNING

Transcription

1 TAYLOR ROAD PRIMARY SCHOOL SCIENCE AND FOUNDATION SUBJECTS MEDIUM TERM PLANNING Teacher: SA/YI/AA Year Group: Year 5 Term: Spring Term 2016 Week RE Non-RE PE French Beginning 05/01/16 School Closed School Closed Lesson 1 11/01/16 PREACHERS AND TEACHERS Give reasons why special people did or do what they do 18/01/16 PREACHERS AND TEACHERS Describe aspects of the lives of key religious figures in detail Lesson 1 What do we know about change? Children will consider changes in their lives, how they felt and how they coped with it. How change can affect our feelings of security and confidence? people around them who might help them face changes in their life. their To choose and use of ball-handling: overhead and between leg throws Passing by throwing, bouncing, receiving, carrying, dribbling and shooting Lesson 1 and 2 Safe Entries and Exits Alarms and safety awareness Getting in Getting out Assessment and setting groups Lesson 1 and 2 Safe Entries and Exits Getting in Getting out Jumping in their demonstrate a range of using one and hand or two hands for passing and receiving carry, bounce and dribble in a controlled manner whilst moving combine and perform with control Updated 15december2015 To say whether they like something or not To ask and answer questions about like san dislike of toys. To recognise and say numbers 1 39

2 25/01/16 PREACHERS AND TEACHERS Compare two stories from different religions (Paul and Muhammad) and recognise some similarities and differences Lesson 3 Do people respond differently to change? Children will consider different ways in which people respond to change, how this might look, and reasons for those reactions. Lesson 3 and 4 Moving Around Hokey cokey moving different body parts in the water glide to the side making shapes their two partnerships use a variety of tactics to get and retain the ball from the other pair change speed and direction work as partners in small to practise basic attacking strategies Lesson 3 and 4 Moving Around Hokey cokey moving different body parts in the water glide to the side making shapes and copy a partner Simon says float with the aid of partner To understand that people use different currencies in different countries To say how much something costs in euros 01/02/16 PREACHERS AND TEACHERS Create a table to compare and contrast the lives of Paul and Muhammad How to recognise and manage our vulnerable/sore spots? ir own sore spots, and consider their own and the behaviour of others. their understand how a team can retain possession and find ways of progressing towards an opponent s goal know how to mark an opponent effectively and defend a goal To ask for the price of an item.

3 08/02/16 PREACHERS AND TEACHERS Prepare a reflection for others using a story with meaning Can we have positive outcomes from changes that we didn t like initially? Children will consider what changes they have already faced, and what positives they have taken from the situations. Lessons 5 Getting Wet Enter the water in a variety of ways Wet their faces, hands and head Push a float across the surface of the water with chin, nose or forehead Bob up and down Submerge with aid of a partner 15/02/16 Half Term Half Term Half Term Half Term 22/02/15 EARTH, WATER and FIRE To learn about the characteristics of earth, fire and water. Lesson 1 Link beliefs with major festivals which celebrate death and new life. Are all the relationships the same or different? Are different ways of behaving appropriate to different types of relationships? Children will recognise the different relationships that they have with people that they know, and recognise that these differing relationships are fine to have. understand, and understand good-quality work with a partner to bounce a ball into a hoop. Send and receive, throw and catch. Extend to two balls in play, throwing simultaneously understand how to position their bodies to receive a ball coming from different heights and angles Lesson 6 and 7 Getting Wet (Extension) Travelling in different ways, e.g. long steps, short steps, sliding feet Crocodiles Heads, shoulders, knees and toes To use language learnt in the unit; develop their understanding of how sounds are represented in writing To listen and respond to words and phrases with actions To recognise and say key words in a song To understand that stories from different cultures may be similar 29/02/16 EARTH, WATER and FIRE Explain the significance of some of the symbols/artefacts used in a ritual or ceremony. Look at rituals and ceremonies from another faith (Easter vigil). What things can I say and do that are likely to make a difficult situation better? What things can you say and do that can make a conflict situation worse? ways in which they can help resolve problems, and, how sometimes the things we say or do will make things worse. understand, and understand good-quality work with a partner. partner A throws the ball for partner B to return using a bat Use another piece of apparatus, e.g. a hoop, to make and aiming game Pick up a second bat and hit co-operatively to each other Learn to play shots on both sides of the body and from above the head Lesson 6 and 7 Getting Wet (Extension) To understand and respond to classroom instructions in French, understand that verbs change when giving an order in French

4 07/03/16 EARTH, WATER and FIRE Explain the significance of some of the symbols/artefacts used in a ritual or ceremony. Look at rituals and ceremonies from another faith (Easter vigil). 14/03/16 EARTH, WATER and FIRE Find events in the Easter story and discuss what they mean to Christians. 21/03/16 EARTH, WATER and FIRE How does the Easter ceremony link with beliefs about death and resurrection for Christians? Lesson 3 What I can use for solving problems peacefully to help other people resolve conflict? Children will consider two sides of a given argument, and look at ways of resolving. What my triggers are for anger? What happens when I get angry? What happens when I am overwhelmed by my feelings of anger? consequences of anger and actions. Discuss ways to calm down? What are both the shortterm and long-term consequences of my behaviour in order to make a wise choice when I am feeling angry? consequences of anger and actions. Travelling in different ways, e.g. long steps, short steps, sliding feet Crocodiles Heads, shoulders, knees and toes understand, and understand good-quality In groups of 4, practice underarm throws, onehanded catches, and throws, bounce passes take a bat and sponge ball and hit co-operatively extend to moving into spaces Learn to recognise where there are spaces on an opponent s court and try to hit into them Push and glide with stretched arms, legs and feet Use arms underwater to help you move Touch the pool floor with their knees and hands Push and glide away from the wall with increasing distance travelled Use arms underwater to help you move Touch the pool floor with their knees and hands Selecting and applying, tactics and compositional ideas to know and apply the basic strategic and tactical principles of attack, and to adapt them to different situations to choose and apply more consistently in activities In groups of 3, with one hoop and one large ball. The middle person holds the hoop above the head. The other two player pass the ball through the hoop. Learn to throw from above To recognise and say numbers To begin to understand how the French number system works To recognise adjectives and nouns in French To apply simple agreements to adjectives To recall and describe the agreement between nouns and adjectives To write simple sentences with support

5 the head using fingertips Encourage pupils to aim for gaps Plan how to cover the gaps Push and glide with one hand on top of the other with arms covering ears Kick with chin in the water and arms outstretched and float