Igniting and Inspiring To be a historian I will need to:
To be a lifeboat designer I will need to: Use my knowledge, understanding and skills to engage in
Project question:
Use my knowledge and understanding of
the process of design and making.
the past to ask perceptive questions and
Could the passengers from the SS Forfarshire all have been saved when
think critically.
it sunk in 1838?
Key vocabulary you will use: Hull, Dundee, SS Forfarshire,
design, tools, cut, measure, materials, suitable, effective, evaluate, improve, adjust,
Project product:
Northumberland, William Darling, Grace
Key vocabulary you will use:
Design and make a new and improved lifeboat
Darling, Queen Victoria,
Educate people about water safety (Including fundraising for RNLI) Home learning To be a scientist I will need to:
Science
C
Work scientifically to identify, observe, compare
Can you choose suitable materials to make a lifeboat?
History
and classify materials, and record my findings? Key vocabulary you will use: wood, metal, plastic, glass, brick, rock, paper, cardboard, float, sink, waterproof,
E
absorbent, light, heavy, flexible, rigid,
transparent, opaque, rough, smooth
A
What does a quality lesson look like?
Can you test your chosen materials for your new lifeboat and say how effective they are? Can you investigate how the shape of some materials can be changed by squashing, bending, twisting and stretching and evaluate how this would affect the lifeboat? How are these materials similar? Can you explain why some materials would be suitable for a lifeboat and some would not?
The learners will:
Grow their learning
Be inspired and motivated
Learning zone 4/5
A
Give the learners the skills/ knowledge they need to complete the tasks as a team or as an individual
Be practical
Guide the learners through some new learning and give clear explanations for things they don’t understand
Allow for time to review and improve
The activities and demonstrations will: Be visual – use models and images
Can you group these everyday materials?
U
R
What are the differences between these materials? Can you describe these everyday materials?
Can you name these everyday materials?
Can you write a diary extract as if you were Grace Darling? Can you teach people about water safety to prevent any other unnecessary accidents around water?
Do you believe Grace made the right choice? Do you think risking your life for others is a good/bad thing? How would you feel if you were Grace/ Grace’s father? Was there a better solution? What changes would you recommend for the people involving? Are you a brave person? Why? Is the Grace Darling story similar to any other historical events? How? Why didn’t everyone survive? What was Grace’s motivation behind the rescue? If Grace/her father had died when rescuing the passengers, what might the ending have been? If Grace’s father had not allowed Grace to help him, what might the ending have been? Do you know another famous person who has saved others? Can you think of a time when you would need to act with the same level of bravery as Grace? What was the difference between Grace and her father? Why did Grace do what she did?
Can you tell me why the SS Forfarshire sunk? What happened after Grace rescued the passengers? What year did the FF Forfarshire sink? How many people died? Who was is that rescued the survivors of the SS Forfarshire?
D.T.
Can you design a lifeboat that could have saved the passengers who were travelling on the SS Forfarshire? If you have access to any resources how could you make your lifeboat even better?
Summer Holiday home learning – Key Author’s Project Week 1 – Key Author’s project continued… Week 2 – Sea poetry Week 3 – Mr Grinling – Character description Week 4 – Lighthouse – design an effective lighthouse Week 5 – RNLI – Safety poster Week 6 – Story – sea rescue story Week 7 – Holiday home learning – Chocolate Project
Learning Environment Learning Displays (Prompt space) Corridor display of Lighthouse Keeper’s lunch scenery – seagulls hanging from netting, seascapes on walls, basket hanging on string from ceiling, etc.
Book Corner - How will you inspire reading? Stories and Poems about Lighthouses, including those based on Grace Darling. Non-fiction books and posters about sea safety Non-fiction books about lighthouse/life boats - linked to D.T.
Working Walls Lighthouse/sea theme should be prominent on Literacy wall. Teaching sequence displayed, along with shared writing and key vocabulary. Maths walls to show teaching sequence and children’s individual position on that journey. Models, images and SC displayed to scaffold learning. Peer observation evident on working walls – speech bubbles to scaffold high quality talk - review and improve must be woven into teaching sequence
Literacy text types:
Instructions Narrative – Lighthouse Keeper’s Lunch
I’d Like To Be a Lighthouse By Rachel Lyman
I'd like to be a lighthouse All scrubbed and painted white. I'd like to be a lighthouse And stay awake all night To keep my eye on everything That sails my patch of sea; I'd like to be a lighthouse With the ships all watching me.
Statutory requirements (Black is the old curriculum, from which core subjects will be taught until September 2015-2016. Red is new curriculum, from which Foundation subjects will be taught as from September 2014-15 and ALL subjects from September 2015-16.
Science - Materials Sc1 Scientific enquiry Ideas and evidence in science 1 Pupils should be taught that it is important to collect evidence by making observations and measurements when trying to answer a question. Investigative skills 2 Pupils should be taught to: Planning a ask questions [for example, ‘How?’, ‘Why?’, ‘What will happen if … ?’] and decide how they might find answers to them b use first-hand experience and simple information sources to answer questions c think about what might happen before deciding what to do d recognise when a test or comparison is unfair Obtaining and presenting evidence e follow simple instructions to control the risks to themselves and to others f explore, using the senses of sight, hearing, smell, touch and taste as appropriate, and make and record observations and measurements g communicate what happened in a variety of ways, including using ICT [for example, in speech and writing, by drawings, tables, block graphs and pictograms] Considering evidence and evaluating h make simple comparisons [for example, hand span, shoe size] and identify simple patterns or associations i compare what happened with what they expected would happen, and try to explain it, drawing on their knowledge and understanding j review their work and explain what they did to others. Sc3 Materials and their properties Grouping materials 1 Pupils should be taught to: a use their senses to explore and recognise the similarities and differences between materials b sort objects into groups on the basis of simple material properties [for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic] c recognise and name common types of material [for example, metal, plastic, wood, paper, rock] and recognise that some of them are found naturally d find out about the uses of a variety of materials [for example, glass, wood, wool] and how these are chosen for specific uses on the basis of their simple properties. Changing materials 2 Pupils should be taught to: a find out how the shapes of objects made from some materials can
% of children achieved the statement
be changed by some processes, including squashing, bending, twisting and stretching b explore and describe the way some everyday materials [for example, water, chocolate, bread, clay] change when they are heated or cooled.
identify and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses find out how the shapes of solid objects made from some materials can be changed by squashing, bending, twisting and stretching.
History
Know about the lives of significant individuals in Britain's past who have contributed to our nation’s achievements - scientists such as Isaac Newton or Michael Faraday, reformers such as Elizabeth Fry or William Wilberforce, medical pioneers such as William Harvey or Florence Nightingale, or creative geniuses such as Isambard Kingdom Brunel or Christina Rossetti Significant historical events, people and places in their own locality.
D.T. When designing and making, pupils should be taught to: Design
design purposeful, functional, appealing products for themselves and other users based on design criteria generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
Make
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
Evaluate explore and evaluate a range of existing products evaluate their ideas and products against design criteria Technical knowledge
build structures, exploring how they can be made stronger, stiffer and more stable explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Embedding Literacy Speaking and Listening embedded in Science, DT and History Listening To listen, understand and respond to others, pupils should be taught to: sustain concentration remember specific points that interest them make relevant comments listen to others’ reactions ask questions to clarify their understanding identify and respond to sound patterns in language [for example, alliteration, rhyme, word play].
Group discussion and interaction To join in as members of a group, pupils should be taught to: take turns in speaking relate their contributions to what has gone on before take different views into account extend their ideas in the light of discussion give reasons for opinions and actions. Drama To participate in a range of drama activities, pupils should be taught to: use language and actions to explore and convey situations, characters and emotions create and sustain roles individually and when working with others comment constructively on drama they have watched or in which they have taken part. listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates Reading for information embedded in History Pupils should be taught to: use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information understand that texts about the same topic may contain different information or present similar information in different ways use reference materials for different purposes. listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently discussing the sequence of events in books and how items of information are related being introduced to non-fiction books that are structured in different ways understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher making inferences on the basis of what is being said and done answering and asking questions participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. Writing embedded in History, DT and Science Knowledge, skills and understanding Composition Pupils should be taught to: use adventurous and wide-ranging vocabulary
sequence events and recount them in appropriate detail put their ideas into sentences use a clear structure to organise their writing vary their writing to suit the purpose and reader use the texts they read as models for their own writing develop positive attitudes towards and stamina for writing by writing for different purposes sentences with different forms: statement, question, exclamation, command
Listen to a range of texts. Become familiar with a wide range of texts of different lengths. Discuss books. Use the class and school libraries
Embedding Maths Shape, space and measures embedded in DT and Science Using and applying shape, space and measures Pupils should be taught to: Problem solving try different approaches and find ways of overcoming difficulties when solving shape and space problems select and use appropriate mathematical equipment when solving problems involving measures or measurement select and use appropriate equipment and materials when solving shape and space problems Communicating use the correct language and vocabulary for shape, space and measures Reasoning recognise simple spatial patterns and relationships and make predictions about them use mathematical communication and explanation skills. Shape, space and measures Using and applying shape, space and measures Pupils should be taught to: Problem solving try different approaches and find ways of overcoming difficulties when solving shape and space problems select and use appropriate mathematical equipment when solving problems involving measures or measurement select and use appropriate equipment and materials when solving shape and space problems Communicating use the correct language and vocabulary for shape, space and measures Reasoning recognise simple spatial patterns and relationships and make predictions about them use mathematical communication and explanation skills.
choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels compare and order lengths, mass, volume/capacity and record the results using >, < and =
Closing the Gap through interventions
Focus groups SEN group
Aiming for level ___
Personalisation Pupils who are not meeting the termly expectations in core subjects will need 1 to 1 during the project
Name
Focus
Assessment
Entry level: Exit level: Entry level: Exit level: Entry level: Exit level:
Aiming for level ___
Aiming for level ___