To be a writer I will need to:
I.C.T Environment
Project question:
Children to produce a 3d design of a car on software package and use this as part of their presentation.
Is aerodynamics a new consideration in car design?
Blooms questions printed out and displayed in enquiry area. List of research websites printed out and displayed.
Igniting and Inspiring- Aerodynamics
Blooms questions to guide stage of your project
History/Geography/ Science
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Maths
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Can you devise a car of the future?
Can you design a survey and select two criteria to make a graph? Which graphs
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Can you new and unusual ways to increase
would be appropriate for your data?
the speed of a motor car?
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Can you make recommendations of how current British motorsport cars can be adapted?
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E
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Without aerodynamics do you think that cars could be as fast as they are today?
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Do you believe that cars are as quick as
What is the value of the graph?
How effective is data from a sample of people?
they can be or could they be quicker?
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A
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What is the impact has aerodynamics had
Can you read a graph with two criteria and
on racing?
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offer feedback?
How have motorcars developed over the last 120 years? Can you distinguish between 1900 cars and today?
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A
U
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What questions would you ask a 1900’s engineer?
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Can you group your data into two characteristics?
What questions would you ask a 2014 engineer?
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How fast did motor cars go when they first
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Where have you seen graphs that compare two
started racing?
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sets of data in real life?
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How many speed records have been set in racing cars?
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Why do we convert units of measure? What graphs are suitable for comparing two sets of data?
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R
Where was British motorsport founded?
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How do forces work?
How many years have motor cars been around
-Recount about the trip to Silverstone. -Explanation text- The history of car racing and how aerodynamics has increased
Ipads accessible at all times on the child’s desks to enable ‘anytime’ learning. The children can up level vocabulary using the thesaurus or research the topic further.
C
2 pieces of prove it writing required.
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What is an effective way to compare data?
speed.
for?
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What units of measure can be used to record
Can you name the first type of motor car?
length or distance?
Project product: To produce a presentation about aerodynamics which consists of: 3d computer design, working moving car model and explanation text.
Home learning To be a good speaker and listener:
Children to carry out a home research about the
To listen to others and give constructive feedback on how they could improve their debate. Children to use high level vocabulary similar to what they are expected to use in their writing, showing a good understanding of the use of the higher level language.
history of motor sport. Children to research how Brooklands is associated with Motor sport. Children to present their findings to the class.
When presenting their work, children should use a clear voice and try and incorporate the scientific language learnt throughout the topic. Children should listen to feedback and see if their work can be adapted from it to become more effective.
Children to continue to have personalised maths, reading and spag homework.
Learning Environment Role play and quiet reading area: Turn the chill out sofa area Into a cockpit. The cockpit/control room will have graphs hung up around the walls children to plot speed of cars (watched from videos on ipads). This area can also be used as a quiet reading space. A range of fiction and non-fiction books to be made available in this area for children to direct their own learning.
To be a Scientist: Forces and aerodynamics. How has this had an impact on cars throughout history? How does these forces move/stop a car.
Learning display- pictures of ignites and learning to be displayed on learning ribbon. Classroom corners to have science non- fiction reading books displayed in the enquiry area.
What does a quality product/outcome look like? The end product will consist of: -Good verbal reasoning and explanation for the design process and how aerodynamics has been impacted on end result. This should be linked to the facts found in the recount and explanation text. Scientifics knowledge and vocabulary should be explained to a high level showing understanding.
What does a quality lesson look like? The learners will:The activities and demonstrations will:
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• • Be inspired and Understand motivated
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Be visual – use models and images Give the learners the skills/ knowledge they need to complete the tasks as a team or as an individual
Learning zone 4/5
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Be practical
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Guide the learners through some new learning and give
-A written recount which shows an understanding gained through our visit to Silverstone. A written explanation text which looks at the history of motorcars and why the Brooklands name is important and why the ground selected was suitable for racing. -A high quality I.C.T and hand drawn design which highlights the design process and materials. Reasons for this design process should be backed up with high quality mathematical graphs showing links between speed and distance. -A high quality movable car, made out of an appropriate material. This should be a result of all of the information gained throughout the product and backed up with research and evidence. All of the above should be completed to a high quality and show a high level of understanding.
To a Historian: History of car design (linked to Brooklands Racing- local history). Who created the first race car? How has that impacted life today? To be a Geologist: Brooklands racing, why was this racing ground selected? Link to red bull racing. Where was the home of racing located and why was this the chosen location? To be a mathematician: Graphs showing relationships between speed and distance (linked to conversions)
Statutory requirements (black is the old curriculum expected to teach until 2015-2016. Red is new curriculum).
% of children achieved the statements
Science
Forces and motion Types of force About the forces of attraction and repulsion between magnets, and about the forces of attraction between magnets and magnetic materials That objects are pulled downwards because of the gravitational attraction between them and the Earth About friction, including air resistance, as a force that slows moving objects and may prevent objects from starting to move That when objects [for example, a spring, a table] are pushed or pulled, an opposing pull or push can be felt How to measure forces and identify the direction in which they act Physics Forces and magnets Look at contact and distant forces, attraction and repulsion, comparing and grouping materials Look at poles, attraction and repulsion Look at the effect of gravity and drag forces. Look at transference of forces in gears, pulleys, levers and springs. Working Scientifically Across all year groups scientific knowledge and skills should be learned by working scientifically. (This is documented in the Essentials for progress section.)
Literacy Reading Reading strategies Phonemic awareness and phonic knowledge Word recognition and graphic knowledge Knowledge of grammatical structures Contextual understanding. Understanding texts Use inference and deduction Look for meaning beyond the literal Make connections between different parts of a text [for example, how stories begin and end, what has been included and omitted in information writing] Use their knowledge of other texts they have read. Reading for information Scan texts to find information Skim for gist and overall impression Obtain specific information through detailed reading Draw on different features of texts, including print, sound and image, to obtain meaning Use organisational features and systems to find texts and information Distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information] Consider an argument critically. Listen to and discuss a wide range of texts. Take part in conversations about books. Use the school and community libraries. Look at classification systems.
Writing Planning and drafting Plan - note and develop initial ideas
Draft - develop ideas from the plan into structured written text Revise - change and improve the draft Proofread - check the draft for spelling and punctuation errors, omissions and repetitions Present - prepare a neat, correct and clear final copy Discuss and evaluate their own and others' writing. Punctuation Pupils should be taught to use punctuation marks correctly in their writing, including full stops, question and exclamation marks, commas, inverted commas, and apostrophes to mark possession and omission. Language structure Word classes and the grammatical functions of words, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, articles The features of different types of sentence, including statements, questions and commands, and how to use them [for example, imperatives in commands] The grammar of complex sentences, including clauses, phrases and connectives The purposes and organisational features of paragraphs, and how ideas can be linked. To inform and explain, focusing on the subject matter and how to convey it in sufficient detail for the reader To review and comment on what has been read, seen or heard, focusing on both the topic and the writer's view of it Pupils should also be taught to use writing to help their thinking, investigating, organising and learning Non-fiction Write recounts. Write explanations. Mathematics Problem solving Select and use handling data skills when solving problems in other areas of the curriculum, in particular science Approach problems flexibly, including trying alternative approaches to overcome any difficulties Identify the data necessary to solve a given problem Select and use appropriate calculation skills to solve problems involving data Check results and ensure that solutions are reasonable in the context of the problem Communicating Decide how best to organise and present findings Use the precise mathematical language and vocabulary for handling data Reasoning Explain and justify their methods and reasoning. Processing, representing and interpreting data Solve problems involving data Interpret tables, lists and charts used in everyday life; construct and interpret frequency tables, including tables for grouped discrete data Represent and interpret discrete data using graphs and diagrams, including pictograms, bar charts and line graphs, then interpret a wider range of graphs and diagrams, using ICT where appropriate Know that mode is a measure of average and that range is a measure of spread, and to use both ideas to describe data sets Recognise the difference between discrete and continuous data Draw conclusions from statistics and graphs and recognise when information is presented in a misleading way Rigorously apply mathematical knowledge across the curriculum, in particular in science, technology and computing. Deepen conceptual understanding of mathematics by frequent repetition and extension of key concepts in a range of engaging and purposeful contexts. Describe position, direction and movement in increasingly precise ways. Use and apply measures to increasingly complex contexts. Geography Use a wide range of geographical sources in order to investigate places and patterns. Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies History
A local history study. History of interest to pupils Design & Technology Design Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design. Make Select from and use a wider range of tools and equipment to perform practical tasks, such as cutting, shaping, joining and finishing, accurately. Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Evaluate Investigate and analyse a range of existing products. Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. Understand how key events and individuals in design and technology have helped shape the world Technical knowledge Apply their understanding of how to strengthen, stiffen and reinforce more complex structures. Understand and use mechanical systems in their products, such as gears, pulleys, cams, levers and linkages. Communication Listen to and learn a wide range of subject specific vocabulary Speak to small and larger audiences at frequent intervals Debate issues and formulate well-constructed points.
Brooklands Entitlement
Level 4 Objectives
% of the children who
Level 5 Objectives
% of the children who
achieved this statement –
achieved this statement –
Level 4
Level 4
To be a mathematician
To be a reader
To be a writer
To be a scientist
To be a technician