State the rule
Warn of consequences on second occasion
Act
Time out
Important:
use of praise.
consistency - show the same consequences for every pupil. If you say you will do something follow through.
Start tough then ease off
be positive, start with a smile
clear and defined speech rather than raising your voice shows authority
selective ignorance
instead of shouting wait and be quiet until they are ready to begin
Thursday, 29 January 2009
Pupil Power
in citizenship
Independent learning
Philosophy for children
School Councils
Peer Coaching
Key skills:
Problem solving,
Thinking,
Independence
Develops:
high self esteem
risk taking
trusting of other people
Independent learning
sign self in on register
independant learning time first 45 mins
children choose own activities but must be able to explain what they are doing and why and reflect on how this will help with their studies, for example consolidating previous work or building on it.
While learning is lead by children, staff assist in order to make sure national curriculum guides are met.
Lets children take ownership or their own learning giving them a focus and purpos to their learning.
Philosophy for children
Start with stimulus from which children will develop questions. Let them think of relevant explorations, discuss them and work together. The adult is a facilitator for the discussion, not to answer questions. This allows them to develop reasoning by sharing ideas, agreements and contradictions and voicing their own opinion. They will learn to recognise what is a philosophical question, one that can be thought about which may have different conclusions, rather than closed questions only requiring a one word answer.
This develops interpersonal skills as children will learn through debate that differences in opinion do not mean you are unable to be friends with or trust another person and that you can still work together while having contrasting views. In this way respect will be shown for one another and empathy.
School Council
The importance of having a voice, and the impact this can have on your own learning, knowing your rights and what is available for you.
Peer Coaching
It is very important to give back to the community, as well as having rights and being given opportunities. Taking responsibility for others provides a good social community, and helps children develop desirable relationships and respect while learnin from each other. In this system, older years will help younger years with parts of their knowledge of subjects, while at the same time by teaching this reinforces their own knowledge.
These systems give children space, let them voice their own opinions and make their own mistakes. This makes them responsible for their learning and allows them to take ownership for their actions.
Independent learning
Philosophy for children
School Councils
Peer Coaching
Key skills:
Problem solving,
Thinking,
Independence
Develops:
high self esteem
risk taking
trusting of other people
Independent learning
sign self in on register
independant learning time first 45 mins
children choose own activities but must be able to explain what they are doing and why and reflect on how this will help with their studies, for example consolidating previous work or building on it.
While learning is lead by children, staff assist in order to make sure national curriculum guides are met.
Lets children take ownership or their own learning giving them a focus and purpos to their learning.
Philosophy for children
Start with stimulus from which children will develop questions. Let them think of relevant explorations, discuss them and work together. The adult is a facilitator for the discussion, not to answer questions. This allows them to develop reasoning by sharing ideas, agreements and contradictions and voicing their own opinion. They will learn to recognise what is a philosophical question, one that can be thought about which may have different conclusions, rather than closed questions only requiring a one word answer.
This develops interpersonal skills as children will learn through debate that differences in opinion do not mean you are unable to be friends with or trust another person and that you can still work together while having contrasting views. In this way respect will be shown for one another and empathy.
School Council
The importance of having a voice, and the impact this can have on your own learning, knowing your rights and what is available for you.
Peer Coaching
It is very important to give back to the community, as well as having rights and being given opportunities. Taking responsibility for others provides a good social community, and helps children develop desirable relationships and respect while learnin from each other. In this system, older years will help younger years with parts of their knowledge of subjects, while at the same time by teaching this reinforces their own knowledge.
These systems give children space, let them voice their own opinions and make their own mistakes. This makes them responsible for their learning and allows them to take ownership for their actions.
Phonics
Talking point - phonics
analytic - break down words into constituent parts e.g str - eet
synthetic - taught individual sounds which they then blend e.g s - t - r - ee - t
This debate discusses the pros and cons of the development of synthetic phonics and whether it is more or less successful at helping children learn to read. The idea of recognizing letters and pairs of letters as sounds rather than analyzing the meaning straight away. Where as some research supports this system suggesting it will help children to read quicker, others believe it leads to robotic reading styles without context, removing interest and joy from reading.
analytic - break down words into constituent parts e.g str - eet
synthetic - taught individual sounds which they then blend e.g s - t - r - ee - t
This debate discusses the pros and cons of the development of synthetic phonics and whether it is more or less successful at helping children learn to read. The idea of recognizing letters and pairs of letters as sounds rather than analyzing the meaning straight away. Where as some research supports this system suggesting it will help children to read quicker, others believe it leads to robotic reading styles without context, removing interest and joy from reading.
Compulsary sex education and relationships in primary schools from age 7
New 'compulsory' lessons on sex
what's involved video
aims: To reduce teenage pregnancy rates (highest in western Europe) and improve sexual health
Abortion rates and sexually transmitted infection rates rising even through sex ed is taught in high school.
Christopher Winter project - be able to go to secondary school understanding and being able to talk about sex articulately without embarrassment
concerns: break down children's natural reserve? natural inhibitions and modesty - safeguards against casual views of sexual intimacy.
removing restraints previously put on children
research: The better informed children are the later they will engage in sexual activity
age 7 - important vocabulary, difference between themselves and others
age 10/11 - puberty, question box where important questions surrounding reprodction and contraception can be answered.
video example of children's first sex education lesson year 3
example of a secondary sex education lesson year 10
Too young for sex education? video
Netherlands example of where sex and reltionships taught from an early age may have provided 7 times less teenage pregnancy and 11 times less abortions although other factors such as family values and units would have to be taken into account.
what's involved video
aims: To reduce teenage pregnancy rates (highest in western Europe) and improve sexual health
Abortion rates and sexually transmitted infection rates rising even through sex ed is taught in high school.
Christopher Winter project - be able to go to secondary school understanding and being able to talk about sex articulately without embarrassment
concerns: break down children's natural reserve? natural inhibitions and modesty - safeguards against casual views of sexual intimacy.
removing restraints previously put on children
research: The better informed children are the later they will engage in sexual activity
age 7 - important vocabulary, difference between themselves and others
age 10/11 - puberty, question box where important questions surrounding reprodction and contraception can be answered.
video example of children's first sex education lesson year 3
example of a secondary sex education lesson year 10
Too young for sex education? video
Netherlands example of where sex and reltionships taught from an early age may have provided 7 times less teenage pregnancy and 11 times less abortions although other factors such as family values and units would have to be taken into account.
Cross Curricular studies/ 6 areas of learning
Sterile debate harms education debate
more emphasis on play in early years, more weight on computing introduced by sir Jim Rose, traditionalist fears, executive summary, promotes challenging subject teaching, progressives, modernists, lack structure
- Understanding English Communication and languages,
- Scientific and technological understanding,
- Mathematical understanding,
- Understanding the arts and design,
- Human social and environmental understanding,
- Understanding physical health and well being
more emphasis on play in early years, more weight on computing introduced by sir Jim Rose, traditionalist fears, executive summary, promotes challenging subject teaching, progressives, modernists, lack structure
Wednesday, 28 January 2009
For My Brother, On His Birthday
For my brother, on his birthday,
I was generous and kind.
As his sister, I was glad to get
the best things I could find.
I was sure he'd want a tutu
and a purple mini-skirt,
with some ballerina slippers
and a sequin-covered shirt.
I expected he'd want lots of dolls.
I knew he'd need a bike,
so I picked a pink and sparkly one
I figured he would like.
I selected a tiara
like a princess ought to wear,
plus a bunch of bows and ribbons
and some scrunchies for his hair.
I'm aware I'm much too generous
with presents but, you see,
he deserves it. On my birthday
he bought baseball cards for me.
–Kenn Nesbitt
Don't quit
by: Unknown Author
When things go wrong as they sometimes will,
When the road you're trudging seems all uphill,
When funds are low and the debts are high,
And you want to smile, but you have to sigh.
When care is pressing you down a bit.
Rest, if you must, but don't you quit.
Life is queer with its twists and turns
As every one of us sometimes learns.
And many a failure turns about
When he might have won had he stuck it out:
Don't give up though the pace seems slow -
You may succeed with another blow.
Success is failure turned inside out -
The silver tint of the clouds of doubt.
And you never can tell how close you are.
It may be near when it seems so far:
So stick to the fight when you're hardest hit
It's when things seem worst that you must not quit.
When things go wrong as they sometimes will,
When the road you're trudging seems all uphill,
When funds are low and the debts are high,
And you want to smile, but you have to sigh.
When care is pressing you down a bit.
Rest, if you must, but don't you quit.
Life is queer with its twists and turns
As every one of us sometimes learns.
And many a failure turns about
When he might have won had he stuck it out:
Don't give up though the pace seems slow -
You may succeed with another blow.
Success is failure turned inside out -
The silver tint of the clouds of doubt.
And you never can tell how close you are.
It may be near when it seems so far:
So stick to the fight when you're hardest hit
It's when things seem worst that you must not quit.
Monday, 26 January 2009
science songs
'Kids Know it network' has produced these fun astronomy, biology and chemistry songs to help children remember facts and lists. They sound quite dated (50s probably), but are worth a listen anyway.
shooting star
constellation jig
Big bright sun
It is a scientific fact
Milky way ballad
Gravity
shooting star
constellation jig
Big bright sun
It is a scientific fact
Milky way ballad
Gravity
Saturday, 24 January 2009
Inspirational quotes for children
Continuous improvement is better than delayed perfection - Mark Twain
A day without laughter is a day wasted - Charlie Chaplain
Many of life's failures are people who did not realize how close they were to success when they gave up - Thomas Edison
Friday, 23 January 2009
Life cycles
labeling the parts of a flower activity -BBC KS2 bitesize
From seed to plant lesson plan, Marcia Goudie, Montessori Children's School
Saturday, 17 January 2009
Work Experience Year 6 notes
Questions for a thinking classroom:
WOW words
These encourage pupils to use new vocab and express through language.
Worry Box
A means to help pupils with problems remain anonymous to their fellow pupils . This can be a nice way of easing their mind and helping them without peer pressure.
Reward Schemes
Positive reinforcement can achieve great results! if pupils receive the praise they deserve then they are more likely to respond in future and strive to get good results.
It is important to take into account different abilities and award pupils accordingly, awarding for trying, working hard and getting to grips with something is much more important than merely praising a clever child every time they do well.
Sticker charts, stamps on homework, certificates, being elected class prefect/ monitor, star of the week, numerator of the week, reader of the week - these will all boost self esteem and encourage good behavior. Many children crave attention, it is much better to provide a positive outlet for them to get noticed than a negative one.
Different types of learner/ Brain Breaks
a way to show each and every pupil that they are good at something and identify what it is ( could be a useful introduction to later life personal statements and listing qualities)
The teacher asks pupils to raise their hand if they are :
number smart
people smart
english smart e.t.c
Involving the class in their learning community
Objectives (mental/oral)
activity
objectives (plenary)
introduction
main activity
key questions
new vocab
During periods when pupils are 'working by themselves' how can you check that they are still engaging with the work?
Ask pupils questions by name
Make them show workings out (it is easier to see who is copying)
Ask pupils to see the teacher at different stages e.g after the first 5 or when they get to section B.
this allows you to assess the working speeds of pupils, whether the work is too difficult or the time given is unreasonable, it also provides insight into how each pupil finds the work and if they are achieving to the best of their ability.
- Can you teach it to someone else?
- Can you: sing it, dance it, draw it, write it, paint it make it?
- What are the problems?
- Can you split up the problem?
- Can you use these ideas anywhere else? (transferable skills)
WOW words
These encourage pupils to use new vocab and express through language.
Worry Box
A means to help pupils with problems remain anonymous to their fellow pupils . This can be a nice way of easing their mind and helping them without peer pressure.
Reward Schemes
Positive reinforcement can achieve great results! if pupils receive the praise they deserve then they are more likely to respond in future and strive to get good results.
It is important to take into account different abilities and award pupils accordingly, awarding for trying, working hard and getting to grips with something is much more important than merely praising a clever child every time they do well.
Sticker charts, stamps on homework, certificates, being elected class prefect/ monitor, star of the week, numerator of the week, reader of the week - these will all boost self esteem and encourage good behavior. Many children crave attention, it is much better to provide a positive outlet for them to get noticed than a negative one.
Different types of learner/ Brain Breaks
a way to show each and every pupil that they are good at something and identify what it is ( could be a useful introduction to later life personal statements and listing qualities)
The teacher asks pupils to raise their hand if they are :
number smart
people smart
english smart e.t.c
Involving the class in their learning community
- Table groups named after sequences of things/people/places e.g planets and inventors.
- School council involves pupils in important decision making and creating the learning environment they need to achieve.
- Classroom Charter: a fantastic idea which allows both the teacher and pupils to work together on agreeing reasonable rules. All parties sign the agreement with expectations of teacher and pupils included.
- As your teacher I promise to include everyone, to help you all achieve to the best of your abilty.
- As your teacher I promise to try to make lessons varied and fun.
- As your pupil I promise to listen when someone else is talking
- I promise to complete my homework on time.
Objectives (mental/oral)
activity
objectives (plenary)
introduction
main activity
key questions
new vocab
During periods when pupils are 'working by themselves' how can you check that they are still engaging with the work?
Ask pupils questions by name
Make them show workings out (it is easier to see who is copying)
Ask pupils to see the teacher at different stages e.g after the first 5 or when they get to section B.
this allows you to assess the working speeds of pupils, whether the work is too difficult or the time given is unreasonable, it also provides insight into how each pupil finds the work and if they are achieving to the best of their ability.
National Curriculum Aims and Purposes
(This content does not belong to me, it is presented here for easy access, to view full article on the national curriculum website please click here.)
The school curriculum and the National Curriculum
Values and purposes
Education influences and reflects the values of society, and the kind of society we want to be. It is important, therefore, to recognise a broad set of common values and purposes that underpin the school curriculum.
There is belief that education, at home and at school, is a route to the spiritual, moral, social, cultural, physical and mental development, and thus the wellbeing, of the individual.
Education is a route to equality of opportunity for all, a healthy and just democracy, a productive economy, and sustainable development. These include valuing ourselves, our families and other relationships, the wider groups to which we belong, the diversity in our society and the environment in which we live. Education should also reaffirm our commitment to the virtues of truth, justice, honesty, trust and a sense of duty.
At the same time, education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies.
Aims for the school curriculum
Aim 1: The school curriculum should aim to provide opportunities for all pupils to learn and to achieve
Aim 2: The school curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life
The interdependence of the two aims
These two aims reinforce each other. The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and to achieve. Development in both areas is essential to raising standards of attainment for all pupils.
The national framework and the purposes of the National Curriculum
The two broad aims for the school curriculum are reflected in section 351 of the Education Act 1996, which requires that all maintained schools provide a balanced and broadly based curriculum that:
promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
prepares pupils at the school for the opportunities, responsibilities and experiences of adult life.
The Act requires the Secretary of State, local authorities and the governing body and headteacher to take steps to achieve these requirements. The Secretary of State meets his responsibilities in this area by providing a national framework which incorporates the National Curriculum, religious education and other statutory requirements. This framework is designed to enable all schools to respond effectively to national and local priorities, to meet the individual learning needs of all pupils and to develop a distinctive character and ethos rooted in their local communities.
The four main purposes of the National Curriculum
To establish an entitlement
To establish standards
To promote continuity and coherence
To promote public understanding
Developing the school curriculum
While these four purposes do not change over time, the curriculum itself cannot remain static. It must be responsive to changes in society and the economy, and changes in the nature of schooling itself. Teachers, individually and collectively, have to reappraise their teaching in response to the changing needs of their pupils and the impact of economic, social and cultural change. Education only flourishes if it successfully adapts to the demands and needs of the time.
This content relates to the 1999 programmes of study and attainment targets.
Charlie and Lola
These are just a bit of fun really, as a huge fan of Charlie and Lola I thought a little mention wouldn't hurt.
Barnyard song
I am really ever so not well
Barnyard song
I am really ever so not well
100 chart
click here!
This 100 chart allows pupils to shade and find number patterns which will help them get to grips with times tables and relationships between numbers.
Friday, 16 January 2009
Affect Versus Effect
e.g the rain affected our day
Effect means to bring about some kind of result
e.g rain is the effect of moisture in the clouds
Rules for whose and who's
whose is the possessive of who
who's is a contraction for either who is or who has
(note that who's applies only to people, but whose can apply to either people or objects.)
Rules for there, their, they're
they're is a contraction for they are
Rules for IT
Its is the possessive of it
e.g The oak tree was so badly damaged in the storm, its leaves had all disappeared
It's is a contraction of either it is, or it has
e.g It's a long drive to the beach
Science videos
Literacy videos
Courtesy of schoolhouse rock GRAMMAR ROCK!
lyrics
Lolly Lolly Lolly get your adverbs here and
lyrics
here a school performs an adverb production! what a good idea!
lyrics
here a school performs an adverb production! what a good idea!
Maths Videos
Courtesy of Schoolhouse Rock
three is a magic number(3s)The four legged zoo (4s)
Ready or not here I come (5s)
I got 6 (6s)
Lucky Seven Sampson (7s)
Figure 8 (8s)
Ready or not here I come (5s)
I got 6 (6s)
Lucky Seven Sampson (7s)
Figure 8 (8s)
The numbears
9 times table - do it on your fingers
Mr Duey Fractions
Long Multiplication - The turtle method
Mr Duey Fractions
Long Multiplication - The turtle method
Maths Songs
Courtesy of Kids Know it Network
Courtesy of Teaching Ideas
6 times table - Bizwazz the Bee lyrics
Courtesy of Googol Learning Radio
Links
Here are a few links which I think are fantastic, there are numerous sites offering free worksheets, advice and examples to aid Key Stage 2 learning. Click on the links to visit each page! (short summaries to come soon)
super tutor returns KS1General
- Primary interactive- online educational games in maths, science and english
- Free teaching resources - Links to various charities and companies offering exercises/ topics and lesson plans. Especially good for environmental issues and citezenship ideas.
- SparkleBoks2 - Teaching resources for ks1 and 2 subjects, mainly a time line, topic words, posters for each topic.
- Crikweb - Interactive online activities and learning aids
- The teacher's Corner -lesson plans
- Schools tube - online videos (similar to you tube) from teachers for teachers displaying content to help with all areas of the curriculum.
- Teachers t.v - a series of short programs following NQT teachers, exploring methods of teaching, behaviour management and educational development. It also looks into differences in education in other cultures and contries.
- Buzzin' teaching resources
- Citizens Advice Bureau's guide to education
- Citizens Advice Bureau's guide to family
- Tom Brake local MP - Lib dems
- Paul Burstow local MP - Lib dems
- Every Child matters -
- every child matters pdf.
The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to:
- Be healthy
- Stay safe
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well-being
- Grammar Book- grammatical rules in the English language.
- CILL- Centre for Independant Language Learning
Maths
- S.E.N Resources - Resources to help engage and teach children with different learning disabilities, includes worksheets, reward schemes e.t.c
- S.E.N and disability - removing barriers to achievement from teachernet
- Primary SEAL
Free Exam papers
- KS2
- 11+
- Children's songs and educational games - Learn through song, one method for memorising facts.
Art and Design
P.S.H.E
Charity resources
- Buzzin' KS2 Art and Design
- BBC's absolute beginners guide to using a computer
- Unit 5 Year 4 - Religion and the Individual
- Unit 6 Year 4 - Religion, family and community
- Religious Education Worksheets
P.S.H.E
Charity resources
Key Stage 2 Topics Covered
English:
- Speaking
- Use vocab and syntax to communicate complex meanings.
- Gain and maintain interest of different audiences - exaggeration/humour/varying pace/pursuasive language.
- Choose relevant material for audience
- Show clear shape and Organisation - Introduction and ending.
- Be able to evaluate and reflect on their speech
- Listening
- Group discussion and interaction
- Drama
- Standard English
- Language Variation
Mathematics:
- Problem Solving
- Communicating
- Reasoning
- Counting
- Number Patterns and Integers
- Fractions Percentages and Ratio
- Decimals
- Number operations and the relationships between them
- Mental Methods
- Written Methods
- Calculator Methods
- Solving numerical problems
- Plants and growth
- Animals
- Our bodies
- Investigations
- Materials and substances
- Space
- Electricity
- Sound
History:
- Roman Empire
- Ancient Egypt
- World War 2
- The Tudors
- The Vikings
- Ancient Greeks
- Victorians
- Anglo - Saxons
- Aztecs
- Local History
- A world History Study
- A European History Study
Geography
- Rainforest
- Water Cycle
- Rivers
- Climate and Weather
- How settlements change
- Environmental Issues
- China
- Maps
Art and Design
- Exploring and developing ideas
- Investigating and making art/craft and Design
- Evaluating and developing work
- Knowledge and understanding
Units covered key stage 1 and 2
from standards website
Design and Technology
Unit 1A. Moving pictures
Unit 1B. Playgrounds
Unit 1C. Eat more fruit and vegetables
Unit 1D. Homes
Unit 2A. Vehicles
Unit 2B. Puppets
Unit 2C. Winding up
Unit 2D. Joseph's coat
Unit 3A. Packaging
Unit 3B. Sandwich snacks
Unit 3C. Moving monsters
Unit 3D. Photograph frames
Unit 4A. Money containers
Unit 4B. Storybooks
Unit 4C. Torches
Unit 4D. Alarms
Unit 4E. Lighting it up
Unit 5A. Musical instruments
Unit 5B. Bread
Unit 5C. Moving toys
Unit 5D. Biscuits
Unit 6A. Shelters
Unit 6B. Slippers
Unit 6C. Fairground
Unit 6D. Controllable vehicles
Art and Design
Unit 1A. Self-portrait
Unit 1B Investigating mat. Investigating materials
Unit 1C What is sculpture. What is sculpture?
Unit 2B Mother Nature, de. Mother Nature, designer
Unit 2C Can buildings spe. Can buildings speak?
Unit 3A. Portraying relationships
Unit 3B. Investigating pattern
Unit 3C. Can we change places?
Unit 4A. Viewpoints
Unit 4B. Take a seat
Unit 4C. Journeys
Unit 5A. Objects and meanings
Unit 5B. Containers
Unit 5C. Talking textiles
Unit 6A. People in action
Unit 6B. What a performance
Unit 6C. A sense of place
Unit 9gen. Visiting a museum, gallery or site
Citezenship
Unit 01. Taking part - developing skills of communication and participation
Unit 02. Choices
Unit 03. Animals and us
Unit 04. People who help us - the local police
Unit 05. Living in a diverse world
Unit 06. Developing our school grounds
Unit 07. Children's rights - human rights
Unit 08. How do rules and laws affect me?
Unit 09. Respect for property
Unit 10. Local democracy for young citizens
Unit 11. In the media - what's the news?
Unit 12. Moving on
Geography
Unit 1. Around our school - the local area
Unit 2. How can we make our local area safer?
Unit 3. An island home
Unit 4. Going to the seaside
Unit 5. Where in the world is Barnaby Bear?
Unit 6. Investigating our local area
Unit 7. Weather around the world
Unit 8. Improving the environment
Unit 9. Village settlers
Unit 10. A village in India
Unit 11. Water
Unit 12. Should the high street be closed to traffic?
Unit 13. A contrasting UK locality - Llandudno
Unit 14. Investigating rivers
Unit 15. The mountain environment
Unit 16. What's in the news?
Unit 17. Global eye
Unit 18. Connecting ourselves to the world
Unit 19. How and where do we spend our time?
Unit 20. Local traffic - an environmental issue
Unit 21. How can we improve the area we can see from our window?
Unit 22. A contrasting locality overseas - Tocuaro
Unit 23. Investigating coasts
Unit 24. Passport to the world
Unit 25. Geography and numbers
History
Unit 1. How are our toys different from those in the past?
Unit 2. What were homes like a long time ago?
Unit 3. What were seaside holidays like in the past?
Unit 4. Why do we remember Florence Nightingale?
Unit 5. How do we know about the Great Fire of London?
Unit 6A. Why have people invaded and settled in Britain in the past? A Roman case study
Unit 6B. Why have people invaded and settled in Britain in the past? An Anglo-Saxon case study
Unit 6C. Why have people invaded and settled in Britain in the past? A Viking case study
Unit 7. Why did Henry VIII marry six times?
Unit 8. What were the differences between the lives of rich and poor people in Tudor times?
Unit 9. What was it like for children in the Second World War?
Unit 10. What can we find out about ancient Egypt from what has survived?
Unit 11. What was it like for children living in Victorian Britain?
Unit 12. How did life change in our locality in Victorian times?
Unit 13. How has life in Britain changed since 1948?
Unit 14. Who were the ancient Greeks?
Unit 15. How do we use ancient Greek ideas today?
Unit 16. How can we find out about the Indus Valley civilisation?
Unit 17. What are we remembering on Remembrance Day?
Unit 18. What was it like to live here in the past?
Unit 19. What were the effects of Tudor exploration?
Unit 20. What can we learn about recent history from studying the life of a famous person?
ICT
Unit 1A. An introduction to modelling
Unit 1B. Using a word bank
Unit 1C. The information around us
Unit 1D. Labelling and classifying
Unit 1E. Representing information graphically: pictograms
Unit 1F. Understanding instructions and making things happen
Unit 2A. Writing stories: communicating information using text
Unit 2B. Creating pictures
Unit 2C. Finding information
Unit 2D. Routes: controlling a floor turtle
Unit 2E. Questions and answers
Unit 3A. Combining text and graphics
Unit 3B. Manipulating sound
Unit 3C. Introduction to databases
Unit 3D. Exploring simulations
Unit 3E. E-mail
Unit 4A. Writing for different audiences
Unit 4B. Developing images using repeating patterns
Unit 4C. Branching databases
Unit 4D. Collecting and presenting information: questionnaires and pie charts
Unit 4E. Modelling effects on screen
Unit 5A. Graphical modelling
Unit 5B. Analysing data and asking questions: using complex searches
Unit 5C. Evaluating information, checking accuracy and questioning plausibility
Unit 5D. Introduction to spreadsheets
Unit 5E. Controlling devices
Unit 5F. Monitoring environmental conditions and changes
Unit 6A. Multimedia presentation
Unit 6B. Spreadsheet modelling
Unit 6C. Control and monitoring - What happens when...?
Unit 6D. Using the internet to search large databases and to interpret information
French
MFL Teacher's Guide (PDF 232 KB)
Overview of French units 1-12 (PDF 48 KB)
Overview of French units 13-24 (PDF 45 KB)
Unit 1 Moi (All about me) PDF (48 KB) RTF (172 KB)
Unit 2 Jeux et chansons (Games and songs) PDF (47 KB) RTF (169 KB)
Unit 3 On fait la fête (Celebrations) PDF (48 KB) RTF (178 KB)
Unit 4 Portraits PDF (45 KB) RTF (167 KB)
Unit 5 Les quatre amis (The four friends) PDF (50 KB) RTF (144 KB)
Unit 6 Ça pousse! (Growing things) PDF (54 KB) RTF (148 KB)
Unit 7 On y va (All aboard) PDF (49 KB) RTF (183 KB)
Unit 8 L'argent de poche (Pocket money) PDF (52 KB) RTF (174 KB)
Unit 9 Raconte-moi une histoire! (Tell me a story!) PDF (53 KB) RTF (182 KB)
Unit 10 Vive le sport! (Our sporting lives) PDF (45 KB) RTF (127 KB)
Unit 11 Le Carnaval des animaux (Carnival of the Animals) PDF (52 KB) RTF (136 KB)
Unit 12 Quel temps fait-il? (What's the weather like?) PDF (52 KB) RTF (140 KB)
The following units are in draft form. The final versions will be published early in 2009.
Unit 13 Bon appetit, bonne santé (Healthy eating) PDF (54 KB) RTF (141 KB)
Unit 14 Je suis le musicien ('I Am the Music Man') PDF (48 KB) RTF (126 KB)
Unit 15 En route pour l'école (On the way to school) PDF (48 KB) RTF (123 KB)
Unit 16 Scène de Plage (Beach scene) PDF (48 KB) RTF (130 KB)
Unit 17 Le Retour du Printemps (The Return of Spring) PDF (51 KB) RTF (141 KB)
Unit 18 Les planètes (The planets) PDF (45 KB) RTF (130 KB)
Unit 19 Notre école (Our school) PDF (52 KB) RTF (137 KB)
Unit 20 Notre monde (The world about us) PDF (53 KB) RTF (163 KB)
Unit 21 Le passé et le présent (Then and now) PDF (51 KB) RTF (147 KB)
Unit 22 Ici et là (Out and about) PDF (53 KB) RTF (138 KB)
Unit 23 Monter un café (Creating a café) PDF (52 KB) RTF (147 KB)
Unit 24 Quoi de neuf? (What's in the news?) PDF (50 KB) RTF (131 KB)
Unit 1. Ongoing skills
Unit 2. Sounds interesting - Exploring sounds
Unit 3. The long and the short of it - Exploring duration
Unit 4. Feel the pulse - Exploring pulse and rhythm
Unit 5. Taking off - Exploring pitch
Unit 6. What's the score? - Exploring instruments and symbols
Unit 7. Rain, rain, go away - Exploring timbre, tempo and dynamics
Unit 8. Ongoing skills
Unit 9. Animal magic - Exploring descriptive sounds
Unit 10. Play it again - Exploring rhythmic patterns
Unit 11. The class orchestra - Exploring arrangements
Unit 12. Dragon scales - Exploring pentatonic scales
Unit 13. Painting with sound - Exploring sound colours
Unit 14. Salt, pepper, vinegar, mustard - Exploring singing games
Unit 15. Ongoing skills
Unit 16. Cyclic patterns - Exploring rhythm and pulse
Unit 17. Roundabout - Exploring rounds
Unit 18. Journey into space - Exploring sound sources
Unit 19. Songwriter - Exploring lyrics and melody
Unit 20. Stars, hide your fires - Performing together
Unit 21. Who knows? - Exploring musical processes
P.E
Unit 1. Dance activities (1)
Unit 2. Dance activities (2)
Unit 3. Games activities (1)
Unit 4. Games activities (2)
Unit 5. Gymnastic activities (1)
Unit 6. Gymnastic activities (2)
Unit 7. Swimming activities and water safety (1) Beginners (non-swimmers and developing swimmers)
Unit 8. Dance activities (3)
Unit 9. Dance activities (4)
Unit 10. Invasion games (1)
Unit 11. Invasion games (2)
Unit 12. Striking and fielding games (1)
Unit 13. Net/wall games (1)
Unit 14. Gymnastic activities (3)
Unit 15. Gymnastic activities (4)
Unit 16. Swimming activities and water safety (2) Developing and competent swimmers
Unit 17. Athletic activities (1)
Unit 18. Athletic activities (2)
Unit 19. Outdoor and adventurous activities (1)
Unit 20. Outdoor and adventurous activities (2)
Unit 21. Dance activities (5)
Unit 22. Dance activities (6)
Unit 23. Invasion games (3)
Unit 24. Invasion games (4)
Unit 25. Striking and fielding games (2)
Unit 26. Net/wall games (2)
Unit 27. Gymnastic activities (5)
Unit 28. Gymnastic activities (6)
Unit 29. Athletic activities (3)
Unit 30. Outdoor and adventurous activities (3)
Unit 31. Dance activities - link unit
Unit 32. Games activities - link unit
Unit 33. Gymnastic activities - link unit
R.E
Unit RA. What are harvest festivals?
Unit RB. Who were the friends of Jesus?
Unit RC. Who was Noah?
Unit 1A. What does it mean to belong? - Generic
Unit 1B. What does it mean to belong in Christianity?
Unit 1C. Celebrations: why do Christians give gifts at Christmas?
Unit 1D. Beliefs and practice - Generic
Unit 1E. How do Jewish people express their beliefs in practice?
Unit 1F. What can we learn from visiting a church?
Unit 2A. What is the Torah and why is it important to Jewish people?
Unit 2B. Why did Jesus tell stories?
Unit 2C. Celebrations - Generic
Unit 2D. Visiting a place of worship - Generic
Unit 3A. What do signs and symbols mean in religion?
Unit 3B. How and why do Hindus celebrate Divali?
Unit 3C. What do we know about Jesus?
Unit 3D. What is the Bible and why is it important for Christians?
Unit 3E. What is faith and what difference does it make?
Unit 4A. How and why do Hindus worship at home and in the mandir?
Unit 4B. Celebrations: Christmas journeys
Unit 4C. Why is Easter important for Christians?
Unit 4D. What religions are represented in our neighbourhood?
Unit 5A. Why is Muhammad important to Muslims?
Unit 5B. How do Muslims express their beliefs through practices?
Unit 5C. Where did the Christian Bible come from?
Unit 5D. How do the beliefs of Christians influence their actions?
Unit 6A. Worship and community - Generic
Unit 6B. Worship and community: what is the role of the mosque?
Unit 6C. Why are sacred texts important? - Generic
Unit 6D. What is the Qur'an and why is it important to Muslims?
Unit 6E. What can we learn from Christian religious buildings?
Unit 6F. How do people express their faith through the arts?
Science
Unit 1B. Growing plants
Unit 1C. Sorting and using materials
Unit 1D. Light and dark
Unit 1E. Pushes and pulls
Unit 1F. Sound and hearing
Unit 2A. Health and growth
Unit 2B. Plants and animals in the local environment
Unit 2C. Variation
Unit 2D. Grouping and changing materials
Unit 2E. Forces and movement
Unit 2F. Using electricity
Unit 3A. Teeth and eating
Unit 3B. Helping plants grow well
Unit 3C. Characteristics of materials
Unit 3D. Rocks and soils
Unit 3E. Magnets and springs
Unit 3F. Light and shadows
Unit 4A. Moving and growing
Unit 4B. Habitats
Unit 4C. Keeping warm
Unit 4D. Solids, liquids and how they can be separated
Unit 4E. Friction
Unit 4F. Circuits and conductors
Unit 5_6H. Enquiry in environmental and technological contexts
Unit 5A. Keeping healthy
Unit 5B. Life cycles
Unit 5C. Gases around us
Unit 5D. Changing state
Unit 5E. Earth, Sun and Moon
Unit 5F. Changing sounds
Unit 6A. Interdependence and adaptation
Unit 6B. Micro-organisms (short unit)
Unit 6C. More about dissolving
Unit 6D. Reversible and irreversible changes (short unit)
Unit 6E. Forces in action
Unit 6F. How we see things (short unit)
Unit 6G. Changing circuits (short unit)
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