Through the Keyhole! Who lives in a house like this?
Spring term 1 Samuel Pepys diary extract, The Three Little Pigs and the Big Bad Wolf and The Jolly Postman A cross curricular project relating Literacy (reading/ writing), DT, RE, Science and History.
Igniting and inspiring
Project Question: Who lives in a house like this? Project Product: Exhibition to share with parents on Through the keyhole.
Blooms questions to guide of stage your project
History
Religious studies
Science/DT
Creating
Using what I have learnt about the great fire of london, can I design a safe new street ?
Evaluating
Could they have found a more effective way of putting out the fire?
Analysing
What impact has the GFOL had on life today? What happened as a result of the GFOL?
Can I say why different materials are more suitable than others? Can I say what happened to my house and why?
Applying
How do we make houses today? What purpose does the fire service have?
Can I group and compare different materials?
Understanding
Remembering
Do I understand how people would have felt during and after the fire?
When was the Great Fire of London? Who was involved in the GFOL? How did the fire start?
Can I use my knowledge of materials to build a house?
Can I say what I could do differently/the same next time?
Can I choose materials that are appropriate for what I am trying to build?
Can you name different types of materials? Can you name the properties of materials?
Learning Gaps Reading ● Phonics ● Writing ●
P scale
1c
1b
1a
2c
2b
Personalisation Who is making slow key skill progress and will need to be involved in small group teaching activities during the project Name
Focus Reading
Writing
Phonics
Assessment
National Curriculum Coverage
History
% of children achieved the statement
●
Events beyond living memory that are significant nationally or globally [for example, the Great Fire of London] ● The lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [Samuel Pepys] ● Significant historical events, people and places in their own locality.
D&T ● ● ●
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% of children achieved the statement design purposeful, functional and appealing products for themselves and others based on design criteria. 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 their ideas and products against design criteria. explore and evaluate a range of existing products. build structures exploring how they can be made stronger, stiffer and more stable.
Science
% of children achieved the statement
●
Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock. ● Describe the simple physical properties of a variety of everyday materials. ● observe changes across the four seasons ●
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(focus on winter into spring) observe and describe weather assosiated with the seasons and how day length varies (focus on snow, starting to get warmer and longer days)
Religious studies
% of children achieved the statement
Subject committee?
Literacy ● ●
Writing Listen and respond appropriately to adults and their peers ● Ask relevant questions to extend their understanding and knowledge Write sentences by: saying out loud what they are going to write about . ● Composing a sentence orally before writing it ● Sequencing sentences orally to form short narratives. ● Re-reading what they have written to check that it makes sense. ● Discuss what they have written with the teacher or other pupils. ● Joining words and joining clauses using and. ● Beginning to punctuate sentences using a capital letter and a full stop, question ● Mark or exclamation mark. ● Learning the grammar for year 1 in English Appendix 2. ● Give well-structured descriptions, explanations and narratives for different purposes, ● Including for expressing feelings. ● write dance and fine motor to continue for SEN. Reading: ● Phase 5 continued ● Better reads continued ● guided reading introduced with HA pupils ● 1:1 reading with an additional adult
% of children achieved this statement.
Numeracy cross curricular ● ● ● ● ● ●
sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Brooklands entitlement
Through the keyhole reflection: What went well?
What could be improved?
What will I do differently next time?