Zebras values

Bishop Martin Thematic Planning 2016-17

Theme: Our School Values Term: Autumn 1 SUBJECT SUBJECT KEY OBJECTIVES ACTIVITIES WOW PowerPoint of reflection on display in School entrance.

W/ Performing Writing English  Re-write Corinthians poem (Love)  Read their own writing aloud, to a group or the whole class,  Modern version of Good Samaritan: using appropriate intonation and controlling the tone and Drama / play script (Love) volume so that the meaning is clear.  Learn-by –heart and perform ‘Smiling is W/ Grammar (Y6) infectious’ poem (Kindness)  Synonym  Synonym posters (all values) SL

Year/Class: Year 4 Zebras Knowledge nuggets  Synonym – word or phrase that means exactly the same or nearly the same as another word or phrase.

Literacy links

 Poetry  Drama  Play scripts

 Listen and respond appropriately to adults and their peers  Participate in discussions, presentations, performances, roleplay/improvisations and debates

Computing

Information Technology

 Use the school network to transfer and share information  Be familiar with a variety of common search engines and complete a basic keyword and phrase search

Digital Literacy

 Photographs of values around school – save and download  PowerPoint presentation to reflect on our school values.

 Editing and improving work  Spell check  Presentation

 Scriptures linking to the school values  Bible stories that reflect our school values  Luke 5: 17-26, Matthew 6: 1-4  David and Jonathan (Friendship)

 Reading for meaning  Summarising

 Use software as directed and supported by the teacher  Use more than one piece of software or device to achieve a given outcome  Capture a video or photograph, import and edit in a package, then upload to a suitable blog or network

Computer Science  Use a keyboard, mouse and touch screen efficiently

RE

AT1

 Know and be able to retell stories about David; • Connect Christian values and beliefs to events and teaching in the Bible ; • Know what they consider to be the qualities of good friendship;

AT2

 Be able to identify values they think are important;  Be able to make links between values and behaviour;  Be able to describe what they think is the deeper meaning of the value of trust;

 Be able to ask good questions about values and commitments;

PHSE

Relationships

 To listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge their points of view  That differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability

Living in the Wider World

 What being part of a community means, and about the varied institutions that support communities locally and nationally

 To understand that our faith, not the pursuit of material

 Role-play scenario cards (Trust)  Concept map of school family (Fellowship)  RAOK (Kindness)  Picture of each child – class to write something good about each member of the class.  Job advertisements (Kindness)  Class charter (RESPECT)  Respecting others – how people are similar / different to themselves

 Speaking and listening / drama  Instruction  Layout of non-fiction textx

 Speaking and Listening

things and wealth should be the driving force in our lives

PE

Dance

 Team-building activities (Trust)  Dance (linked to music) to represent values

Art & Design

Digital media

 PowerPoint presentation to reflect on values  Sculptures: Clay, pipe cleaners, art straws (for chosen value)  Values Wheel collage  Friendship bracelets

 Perform dances using a range of movement patterns OAA  Take part in outdoor and adventurous activity challenges both individually and within a team

 Record and collect visual information using digital cameras and video recorders  Present recorded visual images using software e.g.

Photostory, PowerPoint

3D  Plan, design and make models from observation or imagination  Join clay adequately and construct a simple base for extending and modelling other shapes  Create surface patterns and textures in a malleable material

Collage

 Experiment with a range of collage techniques such as tearing, overlapping and layering to create images and represent textures  Use collage as a means of collecting ideas and information and building a visual vocabulary

Design & Technology

Designing

 Design a sculpture competition for whole school sculpture

Music

Composition

 Instruments to represent a value / values (linked to dance)

 Use annotated sketches, cross-sectional drawings and exploded diagrams to develop and communicate their ideas

 In a small group improvise simple tunes/percussion pieces

based on the pentatonic scale & make improvements to the work.