Spring 2019 - Bellfield Primary School

 
 
Spring 2019 - Bellfield Primary School
Let’s go Wild



   Year 1/2     Spring 2019
Immersion
               SPARCS                          Experiences          Presentation of Learning

  African day with parents             Visit to Flamingo Land zoo   African dance , show case
                                                                    artwork, do artwork with
  Pictogram of favourite ani-          Adopt an animal              parents.
  mal—decide which to adopt.
                                                                    Make packaging for fruit
                                                                    kebabs/smoothie

                                                                    Jewellery pasta painting




Resources for the term:
Art resources and extra for presentation of learning
Clay
Fruit
Globes
National Curriculum Links Geography                                                                                             Geographers
NC1: To name and locate the world’s seven continents and five oceans
NC3: To understand geographical similarities and differences through studying the human and physical geogra-            As Geographers we will compare and contrast our local area with one in Africa. We will name and locate the 7
phy of a small area of the United Kingdom, and of a small area in a contrasting non-European location                     continents and 5 oceans in the world. We will develop our use of geographical language by naming physical
NC5a: To use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast,         features of the United Kingdom and African; using this information we will compare and contrast. Using maps,
forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather                                atlases and globes we will identify the United Kingdom and its countries, and the continent and oceans that we
NC6: To use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the                                  have learnt about. We will enjoy learning about children in Africa.




                                                                                      Geography Final Outcome
                                                      To create a class book to compare and contrast Africa
                                                                        and our local area.


                                                   Skill                                                           Skill                                                           Skill

                             I can locate Africa and England on a world map.           I know which continent Africa and England are in and            I can identify physical/human features of England and
                                                                                                          the 5 oceans.                                                        Africa.




                                Knowledge                        Vocabulary                  Knowledge                           Vocabulary                   Knowledge                         Vocabulary

                         Places are points on a map          Sea, land, country,      The world is split up into            Continent, 5 oceans,       To know the difference             Beach, cliff, coast,
                            which are part of the           Africa, world, England    sections and surrounded               countries, sea/ocean        between a physical/            forest, hill, mountain, sea,
                                   world.                                                    by water.                                                     human feature.                     ocean, river




                                                   Skill                                                           Skill                                                           Skill

                            I can monitor the weather in England. Africa and             I can use a range of sources to locate Africa and              I can name and locate the four countries and capital
                                             compare them.                                                    England.                                             cities of the United Kingdom.




                                 Knowledge                       Vocabulary                  Knowledge                           Vocabulary                   Knowledge                         Vocabulary

                          To know the meaning of           Autumn, Summer, Spring,     To know the position of             Globe, world, map, atlas,    To know where we live               Edinburgh, Belfast,
                           seasons and different               Winter, degrees,         England/Africa within                    aerial maps.           and that it is part of a           Dublin, London, Cardiff
                              weather types.                temperature, wind, sun,           the world.                                                       country.
                                                                thermometer
Humanities                                                                                                                     Assessment



  Objective                               Emerging                                                               Expected                                                           Exceeding
                                                                                                              (End of Year 2)

To investigate   I ask and answer questions about places and environments.       I ask and answer geographical questions I can identify the key           Ask and answer geographical questions about the physical and
places                                                                             features of a location in order to say whether it is a city,                       human characteristics of a location.
                      I describe what sort of things I see in a place or                      town, village, coastal or rural area.
                                       environment.                                                                                                             Explain own views about locations, giving reasons.
                                                                                         I can use world maps, atlases and globes to identify the
                  With support I can use world maps, atlases and globes to                       countries, continents and oceans studied.               Use maps, atlases, globes and digital/computer mapping to locate
                              identify continents and oceans                                                                                                             countries and describe features.
                                                                                     I use simple fieldwork and observational skills to study the
                  I can use simple fieldwork and observational skills to study        geography of the school and the key human and physical               Use fieldwork to observe and record the human and physical
                 the geography of the school and the key human and physical                   features of its surrounding environment.                     features in the local area using a range of methods including
                           features of its surrounding environment.                                                                                          sketch maps, plans and graphs and digital technologies.
                                                                                         I can name and locate the world’s continents and oceans.
                              I can name the worlds continents.                                                                                          Use a range of resources to identify the key physical and human
                                                                                                                                                                             features of a location.
                 I ask and answer questions about places and environments.
                                                                                                                                                         Name and locate the countries of Europe and identify their main
                                                                                                                                                                      physical and human characteristics.
To investigate        I describe what sort of things I see in a place or          I understand geographical similarities and differences through
patterns                               environment.                               studying the human and physical geography of a small area of
                                                                                 the United Kingdom and of a contrasting non-European country.



                  With support I can use world maps, atlases and globes to
To                             identify the United Kingdom                                 I can use basic geographical vocabulary to refer to:
communicate                                                                                 key physical features, including: beach, coast, forest,                        Describe key aspects of:
geographically    I can use simple fieldwork and observational skills to study              hill, mountain, ocean, river, soil, valley, vegetation and   • physical geography, including: rivers, mountains, volcanoes and
                 the geography of the school and the key human and physical                                         weather.                                            earthquakes and the water cycle.
                           features of its surrounding environment.                       key human features, including: city, town, village, facto-        • human geography, including: settlements and land use
                                                                                                        ry, farm, house, office and shop
                    I can name, locate and identify the four countries and
                   capital cities of the United Kingdom and its surrounding
                                              seas.
National Curriculum Links                                                                                                    Art and Design

NC1: To use a range of materials creatively to design and make products                                                  As artist we will explore the work of Jimoh Buraimo and look at how he uses colour to create art that is
NC2: To use drawing, painting and sculpture to share their ideas, experiences and imagination                           inspired by Africa. We will learn how to use different painting and drawing and mix colour to enhance our
NC3: To develop techniques in using colour, pattern, texture, line, shape, form and space                             creations. We will also look at the artwork of Goncalo Mabunda and how he uses everyday objects to create
NC4: To learn about the work of a range of artists, craftsmen and designers, describing the dif-                      sculptures to represent African traditions. We will look at other artists from Africa to explore texture, line,
                                                                                                                                                    shape and form to create our own inspirational art.
ferences and similarities between different practices and disciplines, and making links to their own



                                                                                      Art and Design Final Outcome

                                                                      Make a 2d and 3d African Mask


                                                  Skill                                                             Skill                                                           Skill

                               I can research about different artists.                  I can develop colour, pattern, lie and shape techniques             I can identify primary colours and mix to make
                                                                                                                                                                               secondary.




                              Knowledge                         Vocabulary                     Knowledge                          Vocabulary                    Knowledge                       Vocabulary


            Art          Style, technique, all
                        artists interpretations
                                                          Artist, sculpture, style,
                                                                   media
                                                                                        Prior knowledge of colour
                                                                                                 mixing
                                                                                                                               Printing, patterns,
                                                                                                                                shapes, colours.
                                                                                                                                                         Primary colours and what
                                                                                                                                                          they make when mixed.
                                                                                                                                                                                           Primary, secondary,
                                                                                                                                                                                        colour names, shade, tone
                             are different.




                                                  Skill                                                             Skill                                                           Skill

                              I can select and use a range of materials.                    I can create a sculpture that shows my ideas.                 I can compare my artwork to that of famous artists
                                                                                                                                                                            and my peers.




        Design
                              Knowledge                         Vocabulary                     Knowledge                           Vocabulary                   Knowledge                       Vocabulary

                        Properties of different           Material, life size, 3d,        To know that artists              Imagination, happy, sad,       Understanding of the              Compare, similar,
                        materials, knowledge of             representation,             work is an expression of            vibrant, energetic, quiet,    different forms of art            difference, prefer,
                       sculpture vs. art on paper              properties               emotions, ideas, experi-                   experience                                               choice, idea, design,
                                                                                        ences, interests and can
National Curriculum Links Design and Technology                                                                                                  Design and Technologists
Food and Cookery
NC9: use the basic principles of a healthy and varied diet to prepare dishes                                                                                           As Designers we will research where our food comes from. We will look at the types
NC10: understand where food comes from.
                                                                                                                                                                        of climates that different foods need to be able to grow. We will look at recipes
Design                                                                                                                                                                  that including exotic fruits. We will look at a healthy diet and use the principles of
NC1:To design purposeful, functional, appealing products for themselves and other users based on design criteria                                                       this to make a variety of different menus, including fruit kebabs using fruits found in
                                                                                                                                                                                   Africa. We will plant and grow some of our own healthy food.
Make
NC4: To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics




                                                                                             Design Technology Final Outcome
                                                                               To produce a fruit kebab that looks appealing


                                                                 Skill                                                            Skill                                                             Skill

                                              I can cut, chop and peel fruit safely.                               I can identify the origin on fruit.                       I can research and evaluate favourite fruit.




                                           Knowledge                           Vocabulary                     Knowledge                         Vocabulary                     Knowledge                          Vocabulary

                                    Naming fruit, awareness              Cut, peel, chop, knife,        Weather, climate, got            Climate, countries,             Different fruit types,               Fruits, tastes, senses,
                                     of which fruit needs               chopping board, hygiene,         and cold countries.          Africa, England, hold, cot,           flavours, colours                    maths links for
                                       which technique,                          sharp.                England/ African grown                   fruits                                                      pictogram, popular, most,
                                                                                                                fruit                                                                                                  least,



                                                                Skill                                                             Skill                                                             Skill

                                              I can evaluate my produced product.                     I can identify healthy foods and different food groups.                     I can chose a design and assemble.




                                            Knowledge                          Vocabulary                     Knowledge                         Vocabulary                     Knowledge                           Vocabulary

                                     Why things have gone             Like, dislike, improve,          Knowledge of different                 Fruit, vegetables,        Patterns, colours, safety            Safety, colours, fruit,
                                        right/wrong.                change, taste, appearance         foods, language of sorting            carbohydrates, fats,                                                 patter, style
                                                                                                           and identifying.               sugars, dairy, meal, fish,
                                                                                                                                             healthy, unhealthy.
Art and Design                                                                                                                          Assessment



   Objective                   Emerging                            Expected                            Exceeding
                                                                                                                                       Objective                Emerging                       Expected                       Exceeding

                                                         I explore lots of different        Develop ideas from starting points
                                                                                               throughout the curriculum.
To develop ideas    I respond to ideas and starting      materials as ideas develop
                                points                                                                                              To master prac-     I think of ideas for pur-   I design products that have a Design with purpose by iden-
                                                                                            Collect information, sketches and
                                                         I explore ideas and collect                    resources.                  tical skills             poseful designs.       clear purpose and an intended tifying opportunities to de-
                     I explore some materials and            visual information                                                                        I use tools and manipulate                user.                             sign.
                               methods
                                                                                              Adapt and refine ideas as they                            materials with help when    I make products, refining the     Make products by working
                                                                                                        progress.
                                                                                                                                                                 needed               design as work progresses     efficiently (such as by care-
                                                                                            Explore ideas in a variety of ways.                                                                                        fully selecting materials).
                               Sculpture                          Sculpture                                                                                                                                          Refine work and techniques
                       I can join simple objects            I use a combination of
                                                                                            Comment on artworks using visual                                                                                        as work progresses, continu-
                                                                                                       language
To master                      together                             shapes.                                                         To design, make,               Food                           Food                ally evaluating the product
techniques                                                                                              Sculpture                   evaluate and im-                                 I cut, peel or grate ingredi-                design.
                   I can use rolled up paper, straws,       I can include lines and    Create and combine shapes to create          prove              I have made a food product.   ents safely and hygienically.                 Food
                       paper, card as materials.                   texture.
                                                                                       recognisable forms (e.g. shapes made                             I know that I have to wash  I can measure or weigh using Prepare ingredients hygieni-
                                                                                           from nets or solid materials).
                                                        I use rolled up paper, straws,                                                                 my hands and keep work sur- measuring cups or electronic cally using appropriate uten-
                     I can use techniques such as          paper, card and clay as         Include texture that conveys                                 faces clean when preparing              scales.                             sils.
                          rolling and cutting                      materials.                        feelings,                                                     food.             I assemble or cook ingredi-     Measure ingredients to the
                                                                                                 expression or movement.                                With support I measure or                ents.                 nearest gram accurately.
                     I can add colour, pattern and       I can use techniques such as                                                                        weigh ingredients                                               Follow a recipe.
                                                                                           Use clay and other mouldable
                          texture to objects             rolling, cutting, moulding and              materials.                                          I use models pictures and  I explore objects and designs Assemble or cook ingredients
                                                        carving showing control in the  Add materials to provide interesting                           words to say what I want to   to identify likes and dislikes (controlling the temperature
                               Drawing                   methods and materials I use
                                                                                                       detail.                                                    do next                   of the designs.          of the oven or hob, if cook-
                     I can draw lines of different                 in my work                                                                          I talk about my own and oth-   I suggest improvements to                     ing).
                                                                                                      Drawing
                         sizes and thickness.                                              Use different hardnesses of pencils                         ers work and describe how a         existing designs.         Identify some of the great
                                                                    Drawing                  to show line, tone and texture.                                   product works.        I explore how products have designers in all of the areas
                     I am starting to colour inside     I can colour (own work) neatly
                                                                                            Annotate sketches to explain and                             With help I suggest how             been created.           of study (including pioneers
                                                                                                     elaborate ideas.
                               the lines                      following the lines.                                                                        work could be improved                                     in horticultural techniques)
                                                                                           Sketch lightly (no need to use a rub-
                                                                                                ber to correct mistakes).                                                                                              to generate ideas for de-
                                                           I can show pattern and          Use shading to show light and shad-                                                                                                     signs.
                                                         texture by adding dots and
                                                                                                            ow.                                                                                                       Improve upon existing de-
                                                                                           Use hatching and cross hatching to
                                                                    lines.                                                                                                                                              signs, giving reasons for
                                                                                                 show tone and texture.
                                                                                                                                                                                                                                 choices.
                                                                                            Replicate some of the techniques                                                                                        Disassemble products to un-
                                                        I can show different tones by
                                                                                                          used by                                                                                                      derstand how they work.
                                                                                           notable artists, artisans and design-
                    I can talk in a group about the         using coloured pencils.                         ers.
To take            work of notable artists, artisans                                       Create original pieces that are influ-
inspiration from            and designers.               I can describe the work of                      enced by
                                                                                                    studies of others.
the greats                                              notable artists, artisans and
                    I can use some of the ideas of               designers.
                   artists studied to create pieces
                                                         I can use some of the ideas
                                                         of artists studied to create
                                                                    pieces.
National Curriculum Links                                                                                                       Music
                                                                                                                                           (Yr1) Unit Title: In the Groove/Round and Round
NC1: To use their voices expressively by singing songs and speaking chants and                                                               (Yr2) Unit Title: I want to play in a band/Zootime
rhymes
NC2: To play tuned and un-tuned instruments musically                                                     As Musicians we will explore different music and musical styles/instruments. We will learn to listen to each
NC3: To listen with concentration and understanding to a range of high-quality live                         other as we play as an ensemble and sing as a class. We will learn about different genres from Rock to
and recorded music                                                                                         Reggae. We will listen to the way that composers create feelings within a piece. We will sing together and




                                                                                     Music Final Outcome
                                                                               Perform song to partner class
                                                                               (using voices and instruments)

                                              Skill                                                            Skill                                                      Skill

                         I can sing with others, following the melody.             I can follow instructions of how and when to sing or           I can make and control long and short sounds with
                                                                                                    plan and instrument.                                     my voice and instruments.




                          Knowledge                        Vocabulary                     Knowledge                        Vocabulary                   Knowledge                          Vocabulary
                     What a song is. How to            Tune, rhythm, timing,            All words and              Time, tune, verse, chorus,
                      change voice to sign.                   melody              instruments have a time           beat, instrument names       How to use long and short             Long, short, control,
                                                                                    in a song so it all fits                                        sounds with voice.                  voice, instrument,
                                                                                           together
                                                                                                                                                  How instruments work.



                                              Skill                                                            Skill                                                         Skill

                      I can create a sequence of long and short sounds.                              I can clap rhythms.                          I can use symbols to represent a composition and use
                                                                                                                                                            them to help with a performance.




                           Knowledge                        Vocabulary                   Knowledge                        Vocabulary                    Knowledge                           Vocabulary

                  How to use short and long           Song, tune, long, short,    To understand songs have         Clap, pause, rhythm, tune,     Understanding of how               Note, voice, instrument,
                     sounds for effect.               compose, listen, rhythm       a rhythm which they               timing, beat, repeat,      music is written and read              beat, tune, timing,
                                                                                           follow                         chorus, verse                with symbols.                 repeat, short, long, loud,
                       Purpose of a song.                                                                                                                                                      soft
Art and Design                                                                                                                                                     Assessment



         Objective                           Emerging                                                             Expected                                                                         Exceeding


To perform                      Begin to build a repertoire of songs.                        Take part in singing, accurately following the melody.                                   Sing from memory with accurate pitch

                        Explore the different sounds of musical instruments.           Follow instructions on how and when to sing or play an instrument.                              Maintain a simple part within a group

                      Understand and respond to words, symbols and signs that        Make and control long and short sounds, using voice and instruments.                             Pronounce words within a song clearly
                       relate to tempo, dynamics and pitch, e.g. faster, slower,
                                      louder, higher and lower.                                            Imitate changes in pitch.                                                          Show control of voice

                                                                                                                                                                           Play notes on an instrument with care so that they are clear

                     Create own simple compositions, carefully selecting sounds.                  Create a sequence of long and short sounds.                                     Perform with control and awareness of others
To compose                                                                                                                                                                             Compose and perform melodic songs
                      Make and communicate choice when performing, playing,                                      Clap rhythms.
                               composing, listening and appraising.
                                                                                   Create a mixture of different sounds (long and short, loud and quiet, high                         Use sound to create abstract effects
                       Create simple graphic scores using pictures or symbols.                                     and low).
                                                                                                                                                                              Create repeated patterns with a range of instruments
                                                                                                      Choose sounds to create an effect.
                                                                                                                                                                                        Create accompaniments for tunes
                                                                                                 Sequence sounds to create an overall effect.
                                                                                                                                                                                          Use drones as accompaniments
                                                                                                        Create short, musical patterns.
                                                                                                                                                                          Choose, order, combine and control sounds to create an effect

                                                                                                       Create short, rhythmic phrases.                                         Use digital technologies to compose pieces of music




To transcribe        Use a growing musical vocabulary of words, signs or symbols     Use symbols to represent a composition and use them to help with a
                                                                                                               performance.                                              Devise non-standard symbols to indicate when to play and rest.
                               to describe what is played and heard.

                                                                                                                                                                           Recognise the notes EGBDF and FACE on the musical stave.



                                                                                                                                                                Recognise the symbols for a minim, crotchet and semibreve and say how many beats
                                                                                                          Identify the beat of a tune                                                            they represent.
                                      Listen carefully to music.
To describe
                                                                                                                                                                Use the terms: duration, timbre, pitch, beat, tempo, texture and use of silence to
                                                                                               Recognise changes in timbre, dynamics and pitch
                                                                                                                                                                                                 describe music.

                                                                                                                                                                  Evaluate music using musical vocabulary to identify areas of likes and dislikes.



                                                                                                                                                                   Understand layers of sounds and discuss their effect on mood and feelings.
National Curriculum Links                                                                                                           PE
                                                                                                                                   We will develop different ways of moving through practising our dance and gymnastic skills.
   NC1: To master basic movements including running, jumping, throwing and catching, as well as de-                                We will put together a short performance to showcase to our parents or another class.
   veloping balance, agility and co-ordination, and begin to apply these in a range of activities
                                                                                                                                   I tennis we will learn to hit the ball accurately, catch and how to hold a tennis tournament.
   NC2: To participate in team games, developing simple tactics for attacking and defending
   NC3: To perform dances using simple movement patterns.




                           Skill                                                          Skill                                                          Skill
                                                                                                                                                                                                 Final Outcome
               I can copy dance moves.                                      I can make up a short dance.                       I can roll, curl, travel and balance in different ways.




                                                                                                                                                                                              To showcase a final
                                                                                                                                                                                              routine to partner
      Knowledge                         Vocabulary                    Knowledge                          Vocabulary                  Knowledge                       Vocabulary                class/assembly.
 To understand that a              Copy, stretch, move,        A dance is a sequence of       Stretch, move, push, curl,       To know how to roll and        Space, safely, slow, fast,
dance is a collection of           push, curl, roll, step,              moves.                 roll, step, stamp, repeat       balance and travel in a       copy, stretch, move, push,
 moves performed in a                 stamp, repeat                                                                            variety of ways safely.         curl, roll, step, stamp,
      sequence.                                                                                                                                                         repeat




                           Skill                                                          Skill                                                          Skill
                                                                                                                                                                                                 Final Outcome
             I can throw a ball underarm                                    I can hit a ball with a racket                           I can throw and catch with both hands.




                                                                                                                                                                                               To take part in a
                                                                                                                                                                                                tennis match.
      Knowledge                         Vocabulary                    Knowledge                          Vocabulary                  Knowledge                       Vocabulary

    What is meant by               Throw, underarm,            The racket is intended to          Racket, ball, target, aim,   To know that you must             Catch, hands, close,
throwing a ball and that       overarm, target, hold, aim        hit the ball. The ball                hit, pressure           watch where the ball is             watch, control
it should be thrown with                                       should move towards the                                         travelling and forward
     a target in mind.                                               other player.                                                      think.
PE                                                                                       Assessment

                            Emerging                       Expected                                                Exceeding


                                                             Dance                                                  Dance
                                                      I can move to music                     Take the lead part when working with a partner in a
                                                    I can copy dance moves                                          group.
                                              I can perform my own dance moves                         Use dance to communicate a idea
                                                 I can make up a short dance
                                                 I can move safely in a space.                                   Gymnastics
                                                                                                          Work in a controlled way
                                                             Gymnastics                            Include change of speed and direction
                                       I can make my body curled, tense, stretched and                    Include a range of shapes
                                                              relaxed.                       Work with a partner to create, repeat and improve a
                                       I can control my body when travelling and balanc-            sequence with at least three phases.
                                                                 ing.
                                             I can copy sequences and repeat them.                                   Tennis
                                         I can roll, curl, travel and balance in different                    Catch with one hand.
                                                                ways.                                     Throw and catch accurately.
                                                                                                       Hit a hall accurately with control.
                                                             Tennis                          Vary tactics and adapt skills depending on what is hap-
                                                    I cam throw under arm                                      pening in a match.
                                                 I can hit a ball with a racket
                                                  I can move and stop safely
                                            I can throw and catch with both hands




                            Spring 1                                                                                      Spring 2
Year 1 - Gymnastics/Dance                                                  Year 1 - Basic skills/ striking and fielding

Year 2 - Gymnastics                                                        Year 2- Tennis and multi skills
KS1
                                                                                                                                                                                                    Assessment



                                   National Curriculum Links Computing                                                                                    Computing - Puzzling Times

  NC3—Create and debug simple programs                                                                    Overview: As digital creators we will develop skills, knowledge and strategies to design and create our own game. We will
  NC4 - Use technology purposefully to create, organise, store, manipulate and retrieve digital           create a puzzle game that will appeal to a younger audience (4-6 year olds). We will make digital posters about our games
  content.                                                                                                 and design a digital ‘Top Trumps’ card about one of the characters from the game. All of our ideas will be collated in a
  NC6 - Use technology safely and respectfully, keeping personal information private; identify where        digital ‘Game Design Book’. Our games will fit with our ‘Let’s Go Wild’ theme with the characters created all linked to
  to go for help and support when they have concerns about content or contact on the internet or            animals we have been learning about in. We will then create invitations for younger children in the school to play our
  other online technologies.                                                                                                                                         games.




                          Skill                                                      Skill                                                        Skill
I can explain simple rules and give examples to keep us      I can design and draw characters for a game using a
       safe and healthy when using technology.                         variety of digital painting tools.              I can design and create a program for others to play.
                   (Digital Literacy)                                     (Information Technology)                                      (Computer Science)




        Knowledge                    Vocabulary                    Knowledge                    Vocabulary                     Knowledge                     Vocabulary
   Spending too much                Time limits             Know how to navigate            Background               Know how to use the               Puzzle Game
                                                                                                                                                                                       We will design and create our own
   time on technology can            Rest breaks                 the app ‘Sketch                 Eraser                  app ‘Sketch Nation’.               Audience
     mean we do not get                Healthy                       Nation’                     Fill tool            Know how to use basic                  Design
                                                                                                                                                                                       ‘Candy Crush’ style puzzle game for the
      enough exercise.               Technology              Know how to navigate              Size tool                features of the app                 Develop                youngest children in our school. The
    Using technology                   Tablet                the app ‘Book Creator’           Character                    ‘Book Creator’.               Book Creator              game will have a ’wild
    before bed can make                  iPad               Know how to select the           Game Piece               Know how to change               Sketch Nation              animal’ theme and will
    it difficult for us to              Phones                 drawing tool in ‘Book              Edit                   simple settings of a
                                                                                                                                                                                       be colourful and
            sleep.                  Puzzle Games                     Creator’                                                    game.
  How a ‘Candy Crush’                                         Know how to change                                        To understand the
                                                                                                                                                                                       engaging. Throughout
      style game works.                                          the colour of the                                         target audience and                                         the project we will
 It is important to take                                       drawing pen and the                                         know their needs.                                          create a digital book to
    regular breaks from                                         thickness of lines in                                                                                                  collect our ideas and
      using technology.                                        the app ‘Book Creator’
  Understand how to                                          Know how to use the
   look after technology.                                       drawing tools in the
   E.g. keep liquids away,                                          app ‘Sketch
   do not drop hand-held                                          Nation’ (fill, pen,
             tech.                                               eraser and colour
                                                                      change)
Other Curriculum
                                   Elements
                  Enterprise drivers                                                    RE
                  E4 Effective Communication                          Year 1 - Jesus as a friend (Christianity)
                  E11 Making Ethical Decisions
                     E12 Financial Literacy                         Was it always easy for Jesus to show friend-
                    E13 Product and Service                                            ship?
   To organise and promote a Sculpture exhibition. To make                  Year 2 - Passover (Judaism)
 sculptures and invite parents to a ‘gallery’ event. During the
event sell refreshments, including fruit salads with ingredients    How important is it for Jewish people to do
from around the world. Money raised to sponsor a Lion at the                what God asks them to do?
                     Yorkshire Wildlife Park



              British Values and SMSC                                              Jigsaw PSHE

 We will fundraise to adopt an African animal                                    Dreams and Goals
    and discuss the difficulties faced by the                      To talk about how it feels to succeed in a new
 animals in captivity. We will vote for the type                        challenge and how to celebrate this
     of animal we wish to adopt as a class.                                          Healthy Me
                                                                   To talk about my amazing body and how I need
                                                                                  to keep it healthy
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