Up Up and Away! How do objects fly?
Spring term 2 Room on a Broom, Tell Me a Dragon, Up Up Up A cross curricular project relating Literacy (reading/ writing), Geography, Science and DT
Igniting and inspiring Project Question: Who am I and what makes me special? Project Product: Make kites and take to the park and fly them.
Blooms questions to guide of stage your project
DT
Creating
Using what I have learnt about materials, can I create a kite? Can I design a hot air balloon?
Evaluating
What could I do to improve my kite? Did my kite work? why? why not?
Analysing Applying
Understanding
Geography
What would you improve?
What do you notice?
What materials would be best to make a kite/hot air balloon out of?
Science
Is the moon a light source?
Can I identify features on a map, e.g. roads, roundabouts, etc. Can I identify a place on a map? How do they know where to go? Who goes in a hot air balloon? How do they make them? What are natural/man-made sources of light? What do stars do? How far away are stars? What else is in space?
Remembering
How do they work? How do they move? How do they land? Where does light come from?
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
Assessment
Reading
Writing
Phonics
National Curriculum Coverage
Science Pupils should be taught to:
% of children achieved the statement
● Distinguish between an object and the material from which it is made. ● Compare and group together a variety of everyday materials on the basis of their simple physical properties. ● observe changes across the four seasons
(focus on Spring) ● observe and describe weather associated with the seasons and how day length varies (focus on longer days, showers, sunny days ) ●
Geography
% of children achieved the statement
● Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. ● Use basic geographical vocabulary to refer to: ● key physical features, including: coast, forest, hill, mountain, soil, valley, vegetation, season and weather. ● Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key.
Literacy Statutory requirements ● 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,
% of children achieved the statement
● Including for expressing feelings. Reading: ● Phase 5 continued ● better reads continued ● guided reading continued ● 1:1 reading with an adult continued ● start phonics interventions ● phonics taught twice a day.
Numeracy Cross curricular ● compare, describe and solve practical problems for: ● lengths and heights [for example, long/short, longer/shorter, tall/short, ● double/half] ● mass/weight [for example, heavy/light, heavier than, lighter than] ● recognise and name common 2-D and 3-D shapes, including: ● 2-D shapes [for example, rectangles (including squares), circles and triangles] ● 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
Art/D&T ● generate, develop and model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. ● 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.
% of children achieved the statement
Brooklands entitlement
Up, Up, Up and away refelction: What went well?
What could be improved?
What will I do differently next time?