Whole School Curriculum

1. Whole School Curriculum View as slide show and click on Year Group for long term planning or topics for medium term planning. The sequence of the enquiry questions may vary, within a year group and teachers may also add/change topics to capitalise on opportunities that arise (e.g. The Olympics, a child’s visit to another country, an important local event etc.)

2. Whole School SMSC Overview Packtypes – developing self-awareness

3. Whole School REOverview

4. Year Three: Long Term Planning

5. What are the Secrets of the Stone Age? ART: Study Cave Paintings and learn what they represent. Create own cave paintings using similar techniques. DT: Design and make model Stone Age Houses. Use stones and rocks (or wooden blocks) to recreate Stonehenge and Skara Brae. Sample foods available for hunter-gathers then make their own stewed fruit dishes. Homework: Create a board game for rock and minerals identification. ENGLISH: Class-reader – ‘Stig of the Dump’ Plan and write a description of Stig's cave. Write a diary entry from Barney's point of view. Describe the pit and the discarded objects bottom. Non-Fiction: Answer questions about the topic, extracting information from different texts. Write a report on Skara Brae using facts from information researched on-line. Key Skills to be developed: Learning Skills: Ask questions and decide how answer. Thinking Skills: Deduction using pictures and other sources of evidence. Social/Communication Skills: Speaking and listening to others. Subject-Specific Skills: Developing chronological understanding and language related to the past/topic. Using secondary sources to find out about the past Dispositions and Attitudes to be fostered: Team-building, co-operation when working with others,. Resilience. SCIENCE: Investigate rocks, minerals and soils and categorise according to appearance and physical properties. Learn about rock and fossil formation. Consider properties of materials used by Stone Age Man to construct shelters and tools. Learn about common animals in the UK during this period (introduce the concept of evolution). Incidental: How did Stone Age Man travel around? Experiment with floating – creating 'canoes'. Big Picture/Key Concepts/Outcomes To understand how evidence is used to uncover the secrets of the past. Comparing how humans lived at different times (Stone Age – Iron Age). Developing empathy through a greater understanding. Continuous Provision:Reading corner – topic books. Corner to learn – samples of rocks, minerals and fossils Learning outside the classroom:Weekly Forest School session: making shelters, building fires and collecting blackberries to make stewed fruit Find different ‘rocks’ in the locality Key Texts: ‘Stig of the Dump’, ‘Stone Age Boy, Stone Girl And Bone Girl’. Celebration of Learning: Whole School Science Workshop on rocks and minerals. HISTORY: Find out about life in the Stone Age and compare to life in the Iron Age and today: types of food, development of tools/weapons and hunter-gatherer lifestyle. Develop understanding of key events and sequence different periods from the Stone and Iron Age in chronological order on a timeline. Learn about different homes from Palaeolithic, Mesolithic and Neolithic times. Find out about the Neolithic settlement at Skara Brae using archaeological evidence and pictures. Use secondary sources to learn about the construction and possible purpose of Stonehenge. Visits/visitors: Visit to caves at Symonds Yat or Bishop's Wood – Stone Age workshop PSHE/Philosophy: P4C: develop thinking skills - www.independentthinking.co.uk/Cool+Stuff/WarmUps/ If you met a caveman what would you ask him and why? SEAL sessions: New Beginnings WOW Factor: Visit from 'Mad Scientist' Create caves in the woodland/find a woolly mammoth’s tusk Resources: Non-fiction books on rocks, minerals and Stone Age Man Samples of rocks, minerals and fossils Microscope Websites: www.topicbox.co.uk http://www.bbc.co.uk/timewatch/stonehenge.shtml http://www.bbc.co.uk/scotland/learning/primary/skarabrae/ MATHS: Use Venn diagrams to compare different rocks and minerals. Use scales to read off and order weights of rocks. Ordering dates of events. COMPUTING/GEOGRAPHY: Use maps, plans and Google Earth to find out about the location of important Stone Age and Iron Age sites. PE: Multi-skills with Tim – Invasion Games – tag rugby. Music: Learn 'Stone Age Song' – from Horrible Histories

6. Potions, Lotions and Explosions!! ENGLISH: Narrative – 'George's Marvellous Medicine'. Make a timeline of events in the story. Write character descriptions of George and his Grandma (link PSHE/Bullying). Rewrite the ending of 'George's Marvellous Medicine Book reviews of GMM and other Roald Dahl books. Write instructions for own medicine. Create a poster to advertise this new medicine (and what effect it will have on Grandma). Drama – role-play characters from the book. Hot-seat various characters from the story. ART: Draw a cartoon animal that has been given George's Marvellous Medicine. Make clay models of Grandma after she has drunk the medicine. DT: Experiment with different recipes for their own potion/medicine (using fruit juice/carbonated water etc.) Evaluate and improve. Design a label for the potion. Then advertise the new medicine with a poster. Key Skills to be developed: Learning Skills: Raise questions. To find information to answer a question from various sources. Thinking Skills: Deduction using pictures/resources. Social/Communication Skills: Speaking and Listening to others within a group/class. Subject-Specific Skills: Science – working scientifically. Dispositions and Attitudes to be fostered: Team-building, co-operation, working with others. Resilience. Fostering a love of science. MATHS: Capacity – measuring accurately in millilitres/litres, making potions. Recognise ¼, ½, ¾ and 1/10 of a litre. Big Picture/Key Concepts/Outcomes How can we use medicines safely? How can we keep healthy? How to plan and carry out science investigations. SCIENCE: Scientific enquiry – raising questions to investigate, making predictions and begin to plan tests – dissolving, melting, floating, sinking. Record observations and results of tests. Experiment making 'potions' – foaming monsters with bicarbonate of soda, chalk and vinegar, food colouring. Follow a recipe for 'Wizard's Water', Lethal Liquid, Power Potions then create their own 'potions' applying learning on dissolving/making mixtures. Measure mixtures for potions and lotions (link Maths) Learn about healthy lifestyles and the role of medicines. How to use them safely. What effect do they have on our bodies? Know that medicines can be helpful while some substances are harmful. Learn how to care for our teeth and the importance of cleaning (using disclosing tablets). Learn the names and functions of different teeth. Continuous Provision: Roald Dahl books to read. Role-play – Potions Gift Shop Key Texts: 'George’s Marvellous Medicine' and other Roald Dahl texts, 'Meg's Cauldron‘, Usborne 100 Science Experiments. Celebration of Learning: Exhibition for parents. Learning outside the classroom:Weekly Forest School session: adventurous activities. Visits/visitors:Mad Scientist to visit school for a Science workshop. School nurse. Visit from/to local pharmacy. PSHE/P4C: Discuss what is a bully? (link to work on 'George's Marvellous Medicine') Explore 'relationships' and feelings of characters (develop empathy). • Keeping ourselves safe. Buddhism – Eightfold Noble Path Resources: Measuring cylinders and spoons, test tubes, jugs and variety of containers. Range of Roald Dahl books. Usborne 100 Science experiments. Websites: Roald Dahl website Teaching Ideas www.usborne-quicklinks.com www.topicbox.co.uk WOW Factor: Mad Scientist visit to school COMPUTING: Espresso Coding. Record new endings for 'George's Marvellous Medicine' on iPad. PE: Weekly Multi-skills sessions. Dance based on George's Marvellous Medicine. Music: Practise and perform KS2 Carol Service. HISTORY: Research inventors who have created everyday 'potions' – Coca-Cola/Cadburys chocolate/Lea and Perrins etc.

7. Blackout!! World War Two ENGLISH: Non-fiction: range of information books to read about the war, diary from children in WW2, St Andrew’s school log book. After reading real examples, write a post-card/ letter home as an evacuee. Write a child’s diary. Write slogans for war-time posters. Write invitations for parents for WW2 afternoon. Key Skills to be developed: Learning Skills That information can be represented in different ways. Raise questions and begin to decide how to answer Thinking Skills Deduction skills (using pictures/film/first-hand recounts) and developing reasoning Social/Communication Skills Empathy skills. Speaking and listening skills – drama. Subject-Specific Skills: Map-reading. Knowledge of British cities and European countries. Dispositions and Attitudes to be fostered: Continue to develop team-building skills. Fostering a love of history. ART: Study genuine WW2 posters, then design and produce their own posters either encouraging women to work, dig for victory or to save waste/ recycle DT: Model-making - research then make gas masks and Anderson shelters Food: cook a cake using a rationing recipe. Investigate the work of local aircraft/engine designers – e.g. Sir Frank Whittle HISTORY: Order key events in history to establish period that WW2 occurred and create a timeline. Learn when the war started/ended and reasons for the war, also about important people. Compare ‘then and now’ using photographs/film-footage – clothes, transport, home-life. Understand the reasons behind the Blitz - how it affected people incl. the evacuees (research and develop empathy through role play – e.g. air-raids in class/blackout windows/evacuees leaving their parents, on the train journey, meeting their new carers. (Imagine what they took in their suitcase.) Use a wide range of sources to learn why children were evacuated and where they went (Evesham). Local history: use St Andrew’s log book/recount from visitor to find out about war-time here. Learn how life changed for all (jobs - ‘the front’/land army/rationing (see Maths). ‘Celebrate’ VE day – make decorations, listen to audi clips, watch videos of street parties. Continuous Provision:History timeline to refer to/add to throughout topic. Class Anderson shelter. Blackout windows and ‘siren’ Big Picture/Key Concepts/Outcomes To understand there are reasons for major events and consequences for both the country and individuals. Visits/visitors: Almonry/Severn Valley Railway. Elderly friend or relative to recount their war-time experiences Learning outside the classroom: Dig for Victory in the school garden. Key Texts: Goodnight Mr Tom – DVD, Woeful Second World War – Horrible Histories. Celebration of Learning: WW2 afternoon/VE day Celebrations. Resources: Photographs of1930/WW2/key people, atlases, PowerPoint of the Blitz/video clip of evacuation, suitcase, digital camera, DVD of ‘Goodnight Mr Tom’ Websites: www.people@war.org.uk/imagebank www.wartimememories.co.uk/map www.nmpft.org.uk/britonsat war/presentation.asp (evacuation PP) www.ww2poster.co.uk/ www.snaithprimary.eril.net/wcontent.htm www.bbc.co.uk/history/ww2children/home-shtml Woodlands Junior School website – Britain www.nettlesworth.durham.sch.uk/time/war.html PSHE/P4C: Discuss feelings of people during the Blitz – re-enact in class to encourage deeper understanding. Use drama to understand what the evacuees were feeling. WOW Factor: WW2 afternoon for parents/ air-raids in class! GEOGRAPHY: Use atlases, globes, internet to locate main countries in Europe (and understand the number of countries involved in WW2). On a map of the UK, locate key British cities targeted during the Blitz. Also, find out where the evacuees went COMPUTING: Research the Blitz/life of the evacuees etc. on the internet. Create a Keynote presentation using digital photographs of the ‘freeze frames’ during drama of the evacuees. Add captions and import sounds. PE: Weekly Multi-skills session with Tim. Music: Listen to WW2 songs and music. Learn songs to perform for parents. MATHS: Measures: use ration book to weigh out typical allowance (compare with what we eat nowadays). Compare ingredients from a modern recipes to a WW2 one.

8. Walk Like an Egyptian! ENGLISH: Non Fiction: Use books and internet to research Egypt, answering their own questions about the country. Create a Fact File about the country. Drama: act out being different characters from Ancient Egypt’s society (pharoahs/slaves etc.). Research pharaohs and produce an information page to be compiled into a class book. Create a quiz/booklet about the achievements of the Ancient Egyptians Key Skills to be developed: Learning Skills: Enquiry skills – raising own questions. Thinking Skills: Predict what the country is like using secondary sources. Hypothesise - what can we learn form a building (pyramids). Synthesis of information to draw conclusions about the way of life in Egypt . Making comparisons about Egypt with the UK. Subject-Specific Skills: Map-reading skills/using atlases, globes and plans. Dispositions and Attitudes to be fostered: ART/DT: Make Egyptian pyramids, decorated on the insidewith tomb paintings to show the life of the person the tomb belonged to. Design and make an Egyptian ‘Death Mask’. Plan and design a replica of an ancient Egyptian cartouche (name plate) using hieroglyphics. Use oil pastels to draw Egyptian-style ‘profile’ portrait. SCIENCE: To separate materials using sieving, filtering; remove mud/debris from ‘river water’ To plan and carry out an investigation, recording and communicating results. Explore pulleys: moving stones for pyramids. Investigate mummification – with a tomato! Big Picture/Key Concepts/Outcomes To make comparisons between modern and Ancient Egypt and between Egypt and the UK. To develop an understanding of the importance of geographical features and how they shape a country. HISTORY: Identify and describe the different groups of society in ancient Egypt, explaining what their lives were like. To learn how the past has an impact on the present: learn about the uses of the Nile in Ancient Egypt and how it compares to the present and investigate inventions/achievements and how they are used to day (decimal system/shaduf). To learn important dates and periods (AD/BC). Learn about the powers and influence of pharaohs & identify key characters (Tutankhamen/ Rameses). To find out about Egyptian gods and goddesses, temples and pyramids (How are beliefs from ancient Egypt similar or different to Christian beliefs today? ) RE/PHILOSPOHY: Learn more about the Biblical/historical events surrounding the stories of Moses and Joseph & significance for Christians. Key Texts: ‘Ramos –Prince in Exile’, ‘Joseph’, ‘Casting the Gods Adrift’, ‘Time Travelling Cat and Egyptian Goddess’, ‘Ma’at’s Feather’. Celebration of Learning: Egyptian Museum MATHS: Create graphs (bar and line) to represent weather patterns in Egypt (temperature/rainfall). Explore nets of 3D shapes incl. pyramids. Visits: Birmingham Museum, WOW Factor: Exploring Egyptian Artefacts PSHE: To learn about Ancient Egyptian society: how it was organised and different groups of people’s rights and roles. Discussion: ‘If you had lived in ancient Egypt, which group would you have liked to belong to and why?’ Compare to the structure of our society. Websites: www.kingtutone.com/pharaohs/ http://library.thinkquest.org/J002046F/pharaohs_of_ancient_egypt.htm http://ascendingpassage.com/Pharaoh-List-2.htm www.phouka.com/pharaoh/pharaoh/pharaohs.html www.quizland.com/hiero.htm http://ngm.nationalgeographic.com/ngm/egypt/translator.html www.snaithprimary.eril.net/hglyph4.htm GEOGRAPHY: Use atlases, globes and maps to identify where Egypt is and geographical features. To draw and label own maps, using a key. Research geographical features of Egypt and the Nile using secondary sources as well as key facts about the country today and make predictions of what the country is like. Introduce geographical language and features related to rivers. Compare geographical features of Egypt to the UK. PE: Multi-sports with Tim. Topic-based dance, using music from the Bangles – ‘Walk Like and Egyptian’. COMPUTING: Use ICT to create a Fact File about Egypt and pharaohs for a class book. Create a database on Egyptian gods/ goddesses and discuss benefits. Verify facts using different sources.

9. Travel Agents: Let's Travel the World! ENGLISH: Read 'Cliffhanger' about a boy sent on an adventure holiday. Write a persuasive letter from Tim to his dad that the holiday is a bad idea. Write postcards from the viewpoint of 3 different characters. Create an advert for adventure holiday (link Computing). Write a radio commentary for the CRAZY buckets race/write new scenes for the story as play scripts. MAIN OUTCOME?? ART/DT: To investigate how holidays are represented in posters and leaflets then design their own. Study the art of Canaletto (Venice Grand Tour) and picture postcards for the Orient Express and Cunard Lines. Experiment and create sand sculptures (link Science – best mix for sand castles) Key Skills to be developed: Learning Skills: To be able to ask deeper and wider questions to clarify a task, plan and set goals. Thinking Skills: To understand more than one point of view Social/Communication Skills: To be willing to help others with their learning. To work with peers to manage disagreements (and reach agreements) Subject-Specific Skills: Map reading, geographical language Dispositions and Attitudes to be fostered: To become more self-directed – working independently or within a group. To see opportunities in mistakes and failures. Respond positively to feedback. Recognise and reduce distractions – creating a positive learning environment GEOGRAPHY: Share places that children have travelled to and locate on a globe or map of the UK. Learn about the physical and human features of key tourist destinations around the world (as well as environmental issues – the impact of tourism). Develop geographical language to describe places. Name the 7 continents of the world and countries and their capital cities. Plan a 'Trip of a Lifetime' – make maps and plans for the trip, use secondary sources to obtain geographical information. Use globes, atlases, maps and Google Earth to locate and study countries. Use a compass, grid references and OS maps. Investigate future holidays in Space (Virgin holidays). Continuous Provision:Travel Agents. Sand Art in builders' trays Big Picture/Key Concepts Investigate the first holidays in 19th Century (the Grand Tour) and learn about the travel industry and the different types of holidays – air and space travel/theme parks/specialist holidays. Visits: Birmingham Airport/local travel agents Learning outside the classroom:Forest School Wednesday (weather dependent). Outdoor adventurous activities – problem solving. Key Texts: ‘Cliffhanger’ – Jacqueline Wilson ‘Running Wild’ – Michael Murpurgo Celebration of LearningClass Exhibition: Travel Agents. Resources: Atlases, globes and World maps. Travel brochures and booking forms. Travel posters and postcards. Holiday souvenirs/photographs Artefacts and photos from different countries. Websites: Google Earth National Geographic for kids Wikipedia – Wonders of the World Disney World – parks Seaworld – infobooks Travel National Geographic- world heritage photos Virgin Galactaca - spaceships HISTORY: Learn about the origins of the word 'holiday' – Anglo Saxon 'Halig Day' (day of rest). Find out about holidays in the past from a range of sources including their own family's holidays. Identify differences between holidays now and in the past. Develop the use of language relating to the past. Study the Ancient Wonders of the World. WOW Factor: Visit to '@ Bristol' or Birmingham Airport PSHE: Keeping safe when travelling: RNLI – beach/water safety Philosophy: Why do people travel? If you could go anywhere in the world, where would you go and why? If you were stranded on a desert island, what would you take with you? MATHS: Calculating the cost of holidays from holiday brochures. Investigate different currencies around the world. Cooking foods from around the world – measuring and weighing ingredients. COMPUTING: Espresso Coding Internet safety: learn about Cyber Bullying – 'Safer Internet Day' on Childnet International PE: Weekly sessions with Tim - invasion games – dodge ball. Gymnastics. Music: Practise and perform songs for Schools' Music Festival

10. Wild About Plants Key Skills to be developed: Learning Skills: To classify, compare and evaluate information. To select appropriate methods for a task. Thinking Skills: To try alternative problem-solving approaches. To use different types of questions – systematically and for a purpose. Social/Communication Skills: To work with peers to reach agreements and manage disagreements. Work in different roles in a group taking responsibility for the task. Dispositions and Attitudes to be fostered: To become more self-directed when working independently or in a group. To make links between learning in different contexts To develop an understanding of personal strengths and weaknesses. English: Narrative: ‘The Hodgeheg’ – to explore characters, setting and plot . Create a story map to sequence events then retell with a partner. Write a sequel to the story with the same characters Write a letter to Max, the Hodgeheg, to help solve his problem of a dangerous fox. Plan then write a presentation/campaign for the class on the plight of the hedgehog. ART/DT: Sketching plants and flowers using various materials. Use sketches to create 3D plant sculptures. Study artwork of artists inspired by plants: Georgia O’Keeffe, Alexander Calder, and David Oliveira. Design then make a garden in a builder’s tray inspired by Monet. Hedgehog Topic: visualisation drawings of the park/hedgehog family. Create a hedgehog wildlife area in a builder’s tray. Create healthy dishes using seasonal fruit and veg. SCIENCE/GEOGRAPHY Identify and explain functions of parts of flowering plants including dissecting flowers. Learn about the life cycle of a flowering plant and the importance of insects/other animals etc. for pollination/dispersal. Study various fruits to compare the different seeds. ‘Magic Cabbage’ experiment to observe how coloured water is transported in the plant. Create a class wormery to observe over time how plant material is decomposed. Explore the requirements of plants for life/growth by planning simple experiments based on predictions from prior scientific knowledge. Discuss and record, developing scientific language. Grouping and classifying plants dependent on their uses (e.g. food, medicines). Mark out metre squares in various places in the school grounds to identify and compare common plants/animals living there. Research the role of bees then carry out a ‘Bee Scene’ survey in the school grounds. Revisit features of climate zones and learn how plants adapt to survive in their particular climate. Continuous Provision: Role Play – Garden Centre Big Picture/Key Concepts/Outcomes To understand important life processes for plants (fertilisation, pollination, how they grow, what they need to survive) and the interdependence of plants and animals Visits/visitors: Warren Farm – Brockhampton (NT) Bee-keeper, visitor from the Vale Wildlife Hospital – to talk about hedgehogs. Learning outside the classroom:Weekly Forest School sessions investigating plants (link science) , tree and plant identification. Learning about hedgehogs’ habitats and creating suitable homes. Key Texts: ‘The Hodgeheg’ by Dick King Smith, selection of non-fiction books on Plants Growing Celebration of Learning: Healthy cooking with seasonal fruit and veg. PSHE/Philosophy: Can we improve our school/home environment? Why are specific flowers important in some countries? (e.g. Japan has a special flower for each month/holly at Christmas) Do insects make good pets? Resources: Seeds, plant pots, trays, compost. Art: chicken wire, tissue paper, card and sticks Science: clipboards, magnifying glasses, digital microscopes Reference books for plants, wildlife and gardens Websites: Wild About Plants: Bee Scene Pack National Geographic for Kids – honeybee mystery Nature Detectives Van Gogh Gallery WOW Factor: Farm Visit PE: Multi-skills with Tim – dance. Outdoor & Adventurous activities. Music: Practise then perform for the Schools’ Music Festival . Listen to ‘Flight of the Bumblebee’ (link to English – ‘The Tale of Tsar Saltan’ ) COMPUTING: Espresso Coding Keynote presentations about hedgehogs. Research on the internet. Use a Paint Package to design symmetrical insects/flowers. Maths: Find out the most common bumble bee in our area, recording in tables and graphs. Measure ingredients used for cooking. Sort and classify different seeds and leaves according to differentiated criteria.

11. Y3: Teacher’s Choice – We Are What We Eat! Key Skills to be developed: Learning Skills: To be able to ask deeper and wider question to clarify tasks. To plan and set goals. Begin to challenge conventions and assumptions. Thinking Skills: To understand more than one point of view. Examine pros and cons and begin to consider their options. Social/Communication Skills: To become more independent in social and interpersonal skills. To be willing to help others with their learning. Dispositions and Attitudes to be fostered: Learn ways to manage their time. Seek help from a variety of sources. Be more confident in the knowledge of personal strengths and weaknesses. ART/DT: Study examples of artists’ work that use food as a stimulus (e.g. Giuseppe Arcimboldo, creating faces from fruit and vegetables). Investigate a range of menus from different local restaurants and consider how art has been used to make them more appealing. Design a menu cover for the class café. Design and make their own balanced pizza. Evaluate their product – how might they improve it? Investigate pizza boxes then design and make the packaging for their pizza. Cook traditional dishes from around the world. Discuss hygiene issues and safety in the kitchen. ENGLISH: Fiction: Read ‘James and Giant Peach’ and write sections of the story as playscripts.. Write a news report on the travelling Giant Peach. Create a life-sized insect character and write a story about it and themselves. Create a persuasive TV advert to persuade people to visit the Giant Peach as a tourist attraction. Design an advert to promote a favourite food. Drama: hot-seat James, freeze-frame scenes from the story. SCIENCE/GEOGRAPHY: Introduce children to different food groups and their purpose. Discuss the concept of a balanced diet using the ‘Food Pyramid’. Learn about different vitamins and minerals and how they keep our bodies healthy. Learn about the importance of water for our bodies (link PSHE – How do people survive without clean water? What happens in times of drought?) Explore different fruit and vegetables and where they come from on a world map. (What foods grow in dry countries?) Research the traditional foods from different countries. Investigate how our taste buds work – plan and carry out a test for tasting salty, bitter, sweet and sour flavours. Record results and compare. Apply learning: Design and make their own balanced pizza (link DT). Set up a school healthy snack shop selling fruit and vegetables to KS2. Big Picture/Key Concepts/Outcomes To understand that food is essential for life. To develop awareness about the different types of food and amounts of food and exercise our body needs to keep healthy. Continuous Provision: Role Play- Healthy Cafe Visits/visitors: Pizza Express - Cheltenham, Farm Shop and local growers - Hampton, Local Gym. Learning outside the classroom:Weekly Forest School sessions. Gardening – grow and harvest seasonal vegetables. Tesco – ‘Farm to Fork’. Key Texts: ‘James and the Giant Peach’, non-fiction books about food, cooking, our bodies. Celebration of Learning: KS2 Performance PE: Multi-skills with Tim. Outdoor & Adventurous activities – Woodland Trust Challenge Platinum Award – Woodland Trails. PSHE: How much exercise should we have? Keep an exercise diary for a week then analyse the data. P4C: Discuss with grandparents the food they ate when they were young. Should children’s menus differ from adults? Should TV advertising of unhealthy food be banned? www.literacy shed.com – film clips. Resources: Card for pizza boxes. Selection of fresh fruit and vegetables. Items for class café. World maps and globes. I-pad recipe books. Websites: ‘Eatwell’ Plate’ – healthy diet 5-a-day the easy way Asda E-How – cooking kids classroom Wateraid Co-operative – health advice, vitamins and minerals Giuseppe Arcimboldo slideshow Tesco – Farm to Fork WOW Factor: Visit Pizza Express Class Healthy Cafe MATHS: Create graphs/pie charts of the different foods children eat in a day. Collect data for most/least popular fruit or vegetable. Measure water in millilitres/litres (link Science). Make pizza boxes measuring in centimetres. Cooking – weighing and measuring ingredients. . COMPUTING: Espresso Coding Research Healthy Eating on the internet. MUSIC: Practise for the KS2 Performance – on-going throughout the half term.