Spring 1 previous learning
English
Week beginning Monday 4th January 2021
English - Reading for pleasure
Week beginning 11th January 2021
The Robin -Narrative Writing
If you can't access Zoom or you are having technical issues, you can access the video and PowerPoint links below.
| Monday |
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In this lesson we look at useful resources we will use over the next few weeks. We will also look at how to learn your spellings. Task Practise your spellings in your work book using: Handwriting Sentences Pyramid words |
| Tuesday | PowerPoint |
Task Fill house outline to describe your home Red and Yellow group - use nouns and adjectives and write some sentences underneath. |
| Wednesday |
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We will watch the clip that we will use to help us write the story. We will analyse it, before ordering the key parts of the story and writing some sentences. Task Video Draw pictures to show the order of the story. Red and Yellow group - use nouns and adjectives and some sentences. Green group- use nouns, adjectives and contractions in sentences. Blue group – Sentences using adjectives, contractions and possessive apostrophes. |
| Thursday | To generate vocabulary
In this lesson, we will watch the clip again and do a range of activities to help us generate vocabulary to describe the characters. We will use the words we've learnt to write full sentences. (You can print a sheet here or write the word 'robin' in the middle of your page) Task Mind map nouns/adjectives to describe the robin. Red and yellow group - nouns and adjectives and add some sentences. Green group- Use nouns, adjectives and contractions in sentences. Blue group – Sentences using adjectives, contractions and possessive apostrophes |
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| Friday |
In this lesson, we will introduce new vocabulary, identify word pairs and synonyms and apply the vocabulary in sentences. Task Mind map nouns/adjectives to describe the setting.(You can print a sheet here or here or you can write the word setting in the middle of your page) Red and yellow group - nouns and adjectives and some sentences. Green group- nouns, adjectives and contractions in sentences. Blue group – Sentences using adjectives, contractions and possessive apostrophes |
Week beginning 18th January 2021
The Robin -Narrative Writing Week 2
If you can't access Zoom or you are having technical issues, you can access the video and PowerPoint links below
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Teaching |
Follow up task |
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Monday |
Prepositions of place, time and cause. This video talks about all word classes but is useful reminder and looks at prepositions too. |
Watch the ‘Coming home film again (Video) and add prepositions into place, time and cause. Write some descriptive sentences in your book to describe some of the robin’s journey, using the 3 different types of prepositions. Sheet 1
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Tuesday |
To plan the opening of the storyIn this lesson, we will watch the opening of the story and order the key moments. We will plan precise vocabulary for each part, before practising full sentences out loud. |
WATCH THE VIDEO BEFORE THE ZOOM LESSON! Mind map your ideas for the beginning of the story, using your success criteria to make sure you include ideas for all of these elements. Planning sheet Red and yellow group - Use nouns and adjectives on your mind map. Green group- Use nouns and adjectives on the mind map and plan for conjunctions, prepositions and contractions too. Blue group – Use nouns and adjectives on the mind map and plan for possessive apostrophe, prepositions, conjunctions and contractions too
Class RM WAGOLL - Look at this planning sheet from our lesson. Borrow some ideas for your own.
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Wednesday |
To write the opening of the story In this lesson, we will use our plan to write the opening of the story in short sections. We will finish the lesson by reading aloud our writing. |
Together we will write a WAGOLL and polish your writing – have you checked your spelling? Have you included the elements from the success criteria?
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Friday |
To plan the build-up of the story In this lesson, we will watch a short part of the clip and use it to help us plan the build up of the story using precise vocabulary. We will orally rehearse some sentences using vocabulary from our plan. |
Mind map your ideas for the beginning of the story, using your success criteria to make sure you include ideas for all of these elements. Planning sheet Red and yellow group - Use nouns and adjectives on your mind map. Green group- Use nouns and adjectives on the mind map and plan for conjunctions, prepositions and contractions too. Blue group – Use nouns and adjectives on the mind map and plan for possessive apostrophe, prepositions, conjunctions and contractions too |
Year 3 Teaching plan week 4
Monday
To write the build up of the story
In this lesson, we will use our plan to write the build up of the story in short sections. We will finish the lesson by reading aloud our writing.
Use your plan from Friday to support your writing
Red and yellow group - Use nouns and adjectives in your sentences. Try to use a conjunction.
Green group- Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases and contractions too.
Blue group – Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases, a possessive apostrophe and contractions too.
Use your plan and success criteria to check you have included everything. Tick these features off as you use them.
Tuesday
To plan the climax and the end of the story.
In this lesson, we will watch the end of the story and order the key moments. We will plan precise vocabulary for each part, before practising full sentences out loud.
Mind map your ideas for the end of the story, using your success criteria to make sure you include ideas for all of these elements. Planning sheet
Red and yellow group - Use nouns and adjectives on your mind map.
Green group- Use nouns and adjectives on the mind map and plan for conjunctions, prepositional phrases and contractions too.
Blue group – Use nouns and adjectives on the mind map and plan for prepositional phrases, possessive apostrophes, conjunctions and contractions too.
Wednesday
To write the climax and the end of the story
In this lesson, we will use our plan to write the ending of the story in short sections. We will finish the lesson by reading aloud our writing.
Use your plan from yesterday to support your writing
Red and yellow group - Use nouns and adjectives in your sentences. Try to use a conjunction.
Green group- Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases and contractions too.
Blue group – Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases, a possessive apostrophes and contractions too.
Use your plan and success criteria to check you have included everything. Tick these features off as you use them.
Thursday
In this lesson we will innovate our ideas to plan for a brand new story. This means that we will change the character, the setting and the events of the journey so that they are slightly different. We are going to look at swallows, who leave the UK in winter and travel all the way to South Africa for their migration.
To write an innovated story.
For this lesson only the English Zoom lesson will be your 2nd lesson, we will do maths first so that you have a longer time to write. we will set you on your writing task with a short reminder of what we expect to see
Use your plan from yesterday to support your writing
Red and yellow group - Use nouns and adjectives in your sentences. Try to use some conjunctions.
Green group- Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases and contractions too.
Blue group – Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases, a possessive apostrophe and contractions too.
Use your plan and success criteria check you have included everything. Tick these features off as you use them.
Make sure you are writing a paragraph for each part of about 5 or 6 sentences each. Make sure you are using all of your ideas.
English
Week beginning Monday 1st February 2021
Report Writing: Portia spiders
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Year 3 Teaching plan week 5 |
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Teaching |
Follow up task |
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Monday |
To identify features of a non-chronological report In this lesson, we will identify features of a non-chronological report. |
Follow up task: Look at the non-chronological reports for Pandas. Use the grids to create a key. Choose a colour for each feature and find it on the text. Highlight it in that colour.
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Tuesday |
To learn about the Portia Spider In this lesson, we will research Portia Spiders in preparation for a non-chronological report. |
Follow up task: Watch the video. Mind map as many facts about the Portia spider you can find out.
Challenge: research extra facts about portia spiders. |
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Wednesday |
To develop vocabulary to describe the Portia Spider In this lesson, we will develop both subject specific vocabulary and expanded noun phrases to describe the Portia Spider. |
Follow up task: Add new vocabulary to your mind map. Write some sentences to practice using this new vocabulary. Red and yellow group - Use nouns and adjectives in your sentences. Try to use some conjunctions. Green group- Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases and contractions too. Blue group – Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases, a possessive apostrophe and contractions too. |
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Thursday |
To plan the first section of a report In this lesson, we will plan the opening and first section of a non-chronological report. |
Follow up task: Mind map a plan of what you are going to include in the opening of your report. WAGOLL RM |
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Friday |
To write the opening to a report In this lesson, we will write the opening paragraph of a non-chronological report.
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Use your plan from yesterday to support your writing Red and yellow group - Use nouns and adjectives in your sentences. Try to use some conjunctions. Green group- Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases and contractions too. Blue group – Use nouns and adjectives from the mind map and use conjunctions, prepositional phrases, a possessive apostrophe and contractions too. WAGOLL RM Use your plan and success criteria check you have included everything. Tick these features off as you use them. 5 or 6 sentences each. Make sure you are using all of your ideas, |
Week beginning Monday 8th February 2021
Report Writing: Portia spiders
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Year 3 Teaching plan week 6 |
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Teaching |
Follow up task |
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Monday |
To write the first section In this lesson, we will write the first section of a non-chronological report.
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Write the first section of your report.
Red and yellow group - Use nouns and adjectives in your sentences. Try to use some conjunctions. Green group- Use nouns and adjectives from the plan and use conjunctions, adverbs and contractions too. Blue group – Use nouns and adjectives from the mind map and use conjunctions, adverbs, a possessive apostrophe and contractions too Make sure you use subheadings. CP WAGOLL Plan and Introduction/Appearance |
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Tuesday |
To plan the second section and closing of a report In this lesson, we will plan the second section of a non-chronological report.
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Follow up task: Mind map a plan of what you are going to include in the second section and closing of your report.
WAGOLL RM WAGOLL CP |
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Wednesday |
To write the second section of a report In this lesson, we will write the second section of a non-chronological report.
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Write the second section of your report.
Red and yellow group - Use nouns and adjectives in your sentences. Try to use some conjunctions. Green group- Use nouns and adjectives from the plan and use conjunctions, adverbs and contractions too. Blue group – Use nouns and adjectives from the mind map and use conjunctions, adverbs, a possessive apostrophe and contractions too
Make sure you use subheadings. |
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Thursday |
To write the closing section of a report In this lesson, we will write the closing of a non-chronological report.
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Write the closing of your report.
Red and yellow group - Use nouns and adjectives in your sentences. Try to use some conjunctions. Green group- Use nouns and adjectives from the plan and use conjunctions, adverbs and contractions too. Blue group – Use nouns and adjectives from the mind map and use conjunctions, adverbs, a possessive apostrophe and contractions too
Make sure you use subheadings. Use your plan and success criteria check you have included everything. Tick these features off as you use them. Read it through to an adult. Edit and improve your writing. |
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Friday |
Guided reading
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We will read a short story together. We will then read it to ourselves. Finally, we will model answering questions about the story. Guided reading sheet and questions. Red and yellow group – 1 star Green group 2 star Blue group 3 stars The answers are included in this file so you can check your own answers. |
Maths
Maths
If you can't access Zoom or you are having technical issues, you can access the video and PowerPoint links below.
Week 6 - Graphs
| Monday |
Zoom PowerPoint: |
Answer the questions about data presented in pictograms. |
| Tuesday |
Zoom PowerPoint:
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Spot the mistakes on the first pictogram. Then draw your own pictogram where the symbol represents more than 1. Think carefully about the scale you will use - are there any number relationships to help you? |
| Wednesday |
Zoom PowerPoint: To read and understand bar charts
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Answer the questions about the data presented in bar charts. |
| Thursday |
Zoom PowerPoint: To collect and present data using tallies, tables and graphs
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Make up the data to complete the tally chart provided or create a tally chart of 3 sets of things from around your house e.g. felt pens, pencils and crayons or toy cars, books and games. Then turn this into a bar chart or pictogram.
Complete the 2nd tally chart and answer questions about the data. |
| Friday |
Zoom PowerPoint: To interpret and present data in bar charts and pictograms |
Make a pictogram or bar chart using the data provided. Now think of 3 questions about the chart, including one that cannot be answered by the data.
Answer true/false/can't say questions about the 2nd chart provided. |
Maths: Week 1 - Multiplication and Division
| Tuesday | Video | Follow-up task |
| Wednesday | Video | Follow-up task |
| Thursday | Video | Follow-up task |
| Friday | Video | Follow-up task |
Week 2 - Fractions
| Monday |
part-whole relationships |
Follow-up task: Fill in the gaps in the sentences about parts and wholes |
| Tuesday |
equal and unequal parts |
Follow-up task: Make equal and unequal parts with 12 objects (challenge: 24 objects support: 6 objects) |
| Wednesday |
unit fractions
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Follow-up task: 1)Write the fraction that is shaded of each shape. Remember, the top number (numerator) will be 1 because these are all unit fractions! The bottom number (denominator) is the number of parts in the whole. 2) Draw shapes or find objects to show one seventh, one eighth and one sixth. |
| Thursday |
finding unit fractions of amounts |
Follow-up task: Complete the reasoning activities about finding unit fractions. Support: Click here for a simpler activity about finding half and quarter of amounts. |
| Friday |
unit and non-unit fractions |
Follow-up task: Complete the fraction wall. Support: Click here to look at a completed fraction wall Challenge: Use the Cuisenaire rods to compare different length rods as fractions of each other. Can you build your own fraction wall? |
Week 3 - fractions
| Monday |
identify and describe non-unit fractions |
Write the fraction that has been shaded and decide whether it is a unit or non-unit fraction. Support: Click here for a simpler task. |
| Tuesday |
compare fractions with the same denominator |
Complete the table to compare the fractions presented in different ways. Then solve a word problem and draw your own fraction comparison. Support: Click here for a simpler task. |
| Wednesday |
to compare and order unit fractions |
Use the fraction wall to compare the size of unit fractions. Remember, the larger the denominator, the smaller the size of each piece because the whole has been divided into more pieces. Don't forget, that hungry crocodile only wants to eat small denominators because they have the largest parts! He is so greedy! Support: Click here for a simpler task. |
| Thursday |
add fractions with the same denominator |
Add fractions with the same denominator. Remember, the denominator stays the same because each piece is part of the same whole. Only the numerator gets bigger! Support: Click here for a simpler task. |
| Friday |
subtract fractions with the same denominator |
Subtract fractions with the same denominator. Only the numerator gets smaller. The denominator will be the same for both answers. Challenge: Click here for the challenge task! |
Week 4 - Measures
| Monday |
Zoom PowerPoint: |
Write the estimated mass of each object. |
| Tuesday |
Zoom PowerPoint: |
Record the values shown by the indicators in mixed units. Follow-up task part 2: |
| Wednesday |
Zoom PowerPoint: |
Estimate and measure the mass of objects around your home. Then calculate the difference between the estimate and the actual measurement. |
| Thursday |
Zoom PowerPoint: |
Record the volume shown on each scale in litres or millilitres. |
| Friday |
Zoom PowerPoint: |
Record measurements of capacity in litres and millilitres. |
Week 5 - Measures
| Monday |
Zoom PowerPoint:
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Estimate and measure the capacity of different containers. Then calculate the differences between the estimates and the actual measurements. |
| Tuesday |
Zoom PowerPoint: Mass and Capacity - similarities and differences
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Compare the object's mass or capacity with a known measure e.g. I know this is a 500g weight and the packet weighs half as much so I estimate the mass is about 250g. |
| Wednesday |
Zoom PowerPoint: Matching bar models to word problems
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Select the correct bar model to help you understand the measures word problems and then solve them. Think carefully about what is known and not known in each example and whether it is part of a whole or whether it is being compared to a whole other quantity. |
| Thursday |
Zoom PowerPoint: Drawing bar models for mixed unit problems
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Draw your own bar models to solve the measures word problems
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| Friday |
Zoom PowerPoint: Using bar models to select correct operations
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Decide whether the problems are additions or subtractions and then draw bar models to solve them. |
Science
Fossils and soil
In preparation for lesson 6, you might want to add the following items to your shopping list as we will be making an edible soil profile!
- dark and light cookies or biscuits
- chocolate covered sweets such as M&Ms or smarties
- jelly worms or strawberry laces
- cake sprinkles (sugar strands are best
You will also need a tall, clear plastic container such as a cup, jug or box.
Who knew soil could be so much fun ;)
| Lesson 1 | Video | Follow-up task |
| Lesson 2 |
Follow-up task: Click on the links below to find out more about different types of fossil. Then make a poster showing what you have learned.
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| Lesson 3 | Video | Follow-up task: Design a job advert for a Palaeontologist. You can use the template and word bank provided or you can create your own layout. Think carefully about what sort of person would be good at digging up the ground and looking for clues. What interests and skills would they need? |
| Lesson 4 | Follow-up task: Read the fact sheet and answer the questions about different types of soil. |
| Lesson 5 | Video | Use the story board of Roger Rock and Simon Soil to create your own. You can draw your own or use the template provided. |
| Lesson 6 | Video | Make an edible soil profile using biscuits and sweets to show the layers. |
History
Romans
| Lesson 1 | Video | Follow-up task: Find out more about the story of Romulus and Remus. You could draw some illustrations, make a comic strip, draw a story mountain, make some stick puppets or retell the story. |
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Lesson 2 |
How did the Roman Empire become so powerful? In this lesson, we will learn about how the Roman Empire became so powerful. We will begin by looking at what an empire is and then look at how the Roman Empire first began. Finally, we will learn about how it became the most powerful empire in the western world. Task Arrange several key dates in Roman history on a timeline in the correct chronological order. Timelines are used a lot in history to show when different events happened and how they relate to each other. Don’t stick any dates down until you have arranged all of the dates in the correct order. To make this task easier use fewer dates to sort. In the Western world the calendar starts from the year Jesus was born – the year 0 BC (Before Christ) / AD (Anno Domini). The bigger the number a BC year is, the longer ago it was e.g. 800BC is longer ago than 200BC. The bigger an AD year is, the more recent it is e.g. 2000AD is more recent than 1500AD.The Roman Empire began hundreds of years before Jesus was born and ended hundreds of years after he died. |
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Lesson 3 |
Who was Julius Caesar?In this lesson we will learn about one of the most famous Romans in history -Julius Caesar. We will explore his personal accomplishments, his war with Gaul and how he became the dictator of the Roman Empire. Task When you have done your research, write down what you have found out about Julius Caesar. You can use this sheet to help you to make a mind map. |
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Lesson 4 |
How did the Romans conquer Britain? In this lesson we will learn about how the Romans conquered Britain. We will begin by looking at why Emperor Claudius chose to invade Britain and the key differences between the Roman and Celtic armies. Finally, we will look at how the Romans built towns and cities across Britain. Task Compare Celt Warriors with Roman Soldiers. Label what they wore and write about the similarities and differences. You can look at this PowerPoint to help. |
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Lesson 5 |
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Look at the PowerPoint and find out about why Romans built so many roads.
Task 1 Map of England Blank Map
Task 2
Try to design, plan and make a 3D model showing a cross-section of a Roman road. |
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Lesson 6 |
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Who was Boudicca? Find out about Boudicca by reading the sheet and watching the video. Complete the reading comprehension or mind map some of the important facts about her. |
RE
Festivals
| Lesson 1 | Video | Follow-up task: Think about the theme of team work from the story of Rama and Sita. What does team work mean to you? What things are much easier to achieve through team work? Which teams do you belong to? Who is in your team? Draw or write about your ideas. |
| Lesson 2 | Video | Follow-up task : Follow the instructions to make your own salt dough Diwali lamp! |
| Lesson 3 | Video | Follow-up task: Make your own pop-up Diwali card. |
| Lesson 4 | Video | Follow-up task: After watching the video, complete the worksheet about Ramadan using the word bank provided. |
| Lesson 5 | PowerPoint | Follow-up task: Draw or write about ways that Muslims celebrate Eid at the end of Ramadan. |
| Lesson 6 | Video | Follow-up task: Draw around your hand and then design your own Mehndi patterns like those worn by Muslim women and girls during Eid and other special celebrations. |
Music
Pulse and metre
| Lesson 1 | Video | Follow-up task: Have a go at writing your own chant based on 'Hey you, get with the flow'. Try and think about the number of syllables in each line and see if you can make it rhyme. |
| Lesson 2 | Video | Follow-up task: Listen to your favourite song on a CD, the radio or music streaming service and clap the strong beat and tap the weaker beats. You could ask a grown up to video you and email us. You could even invent your own dance moves, showing the strong beat clearly. |
| Lesson 3 | Video | Follow-up task: Keep practising the cup game! Start really slowly, saying the words out loud. Then practise using your inner voice. Finally increase the tempo (speed) gradually until you can repeat it without mistakes! Be patient - practise makes perfect. |
| Lesson 4 | Video |
Follow-up task: Listen to the waltz music and invent your own movements to show the strong beat and two weaker beats. You could tap your shoulders on beat 1 and pat your head for beats 2 and 3. Or, you could stamp your foot for the strong beat and click you fingers for the weaker beats. Now watch this clip from Strictly Come Dancing and find the strong beat in each group of 3 (it has a faster tempo than the first piece). |
| Lesson 5 | Video | Follow-up task: Listen to The Ants Go Marching In and The Bugle Horn which are both examples of marching music. Describe how they are similar and how they are different. Which one has a time signature of 6 beats in a bar? What is the time signature of the other song? How would you move while listening to each one? How can you show the strong and weaker beats? |
| Lesson 6 | Video |
Follow-up task: Listen to each of the following songs and decide how many beats are in a bar. Then use symbols to represent the strong and weaker beats to make a graphic score. Match the song to the Time Signature
So, if the song has 3 beats for example, you might draw the following:
Write the name of each song next to your score to match them up.
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Art
Mosaics
| Lesson 1 |
Learning links: |
Follow-up task: Look for examples of tiles and grout around your house. Draw any patterns you find. What shapes are used? How big are the tesserae? |
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Lesson 2 |
Follow-up task: |
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Lesson 3 |
Follow-up task: Read the PowerPoint. Add 5 more facts you have found out here. Then design your own using the squared paper. |
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Lesson 4 |
Follow-up task: Cut up squares of coloured paper and follow your design from the previous lesson
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Lesson 5 |
Follow-up task: Use scrap coloured paper/ magazines/newspapers to cut out small squares to make a picture mosaic.
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Lesson 6 |
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This PowerPoint tells the story of the great modernist architect Antoni Gaudí, with beautiful images of his work. Follow-up task: Decorate these drawings using the trencadis technique. Cut out pieces of paper in different shapes, sizes and colours and glue them to fill in the drawing. If you can’t print, draw the outline of an animal and decorate. |
French
Greetings and colours
| Lesson 1 | Video | Follow-up task: Practise greeting members of your family in French! |
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Lesson 2 |
Follow-up task: Video 1. Practise counting in French as this will help you in the next part. Watch the 2nd and 3rd video to learn how you ask how old somebody is. |
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Lesson 3 |
Practise last week’s work Follow-up task: Colour match sheet or in books write the matching English and French words. Are any of them similar? Can you use words you already know in English to help? E.g. Rose – a pink rose. |
| Lesson 4 | Follow-up task: Find a collection of objects to match each colour in French. Label them in French. |
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Lesson 5 |
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Follow-up task: Complete the rainbow sheet or draw and label your own rainbow. |
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Lesson 6 |
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Follow-up task: Revise the learning you have done this half term. Play the colours quiz. Can you name all the colours in French? Can you ask someone’s age? Can you count to 10 and can you greet somebody? Complete the wordsearch. |
PSHE
Being a member of a community
| Lesson 1 | Video | Follow-up task: Think of three rules you would choose if you were the mayor of Redditch. Why are these rules important to create a feeling of community? Present your ideas in a speech to the citizens of Redditch, a poster, a cartoon strip or another creative way of your choosing. |
| Lesson 2 | Video | Follow-up task: Either make a video about your role and responsibilities in a community, or you can present the same information as a poster or fact file. You could even make a PowerPoint presentation to share with us! Communities could include, your classroom, our school, a sports or youth club outside of school, School Council or even your family. |
| Lesson 3 | Video |
Follow-up task: Using the WAGOLL from the video, make your own version of the jigsaw of Redditch. You might think about the police or fire service, the Kingfisher Shopping Centre, schools, sports clubs, Church Hill Big Local...there are so many to choose from! |
| Lesson 4 | Video |
Follow-up task: Write a letter to a person or organisation who help our community. It could be a group of key workers who have kept our community going throughout the Covid-19 pandemic. Click here for a WAGOLL!
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| Lesson 5 | Video |
Follow-up task: Write your Mayor's speech! |
| Lesson 6 | Video | Follow-up task: Make a poster showing what you have learnt about Human Rights. |
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