Year 3/4 - Cinquain Poem In this one week unit your class will be taught the structure and language features of a cinquain poem, then will be given the opportunity to write their own. As Cinquain poems are quite short, other aspects of poetry will be looked as and children will play some games to help them use their creative imagination. Using Simon Mole’s youtube channel below you can play the ‘Yes and…’ that is written in the plan. https://www.youtube.com/channel/UCv2kFHTE_85iW-ksO2Ua8eg Weekly Timetable: Day 1: I am learning to find the main features of a cinquain. Day 2: I am learning to use alliteration within my Cinquain poem. Day 3: I am learning to gather language ideas for my poem. Day 4: I am learning to write a Cinquain poem.

Year 4/5 - Fantasy Narrative - 3 week unit - The Dreamgiver. In this 3 week unit your class will write a character description in week 1, then over the next two weeks write the opening, build-up (week 2), problem, resolution and ending (Week 3). This 3 week unit is based on The Dreamgiver video created by The Literacy Shed website, who provide amazing animations to use in your lessons. This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) End of Unit (Big Writing) I am learning to/ I can: I am learning to write a story with a fantasy setting. Wk1: Character description: Using expanded noun phrases, figurative language, pronouns (he/she/it) Wk2: Writing the opening and build-up: Using above features, plus fronted adverbials, variety of sentence lengths (simple, compound, complex sentences) Wk3: Writing problem, resolution and ending

This unit pack contains overview plans, IWB, resources, differentiation ideas and key questions. Lesson outlines: Lesson 1 Starter – pics – what all got in common. What is migration – video. https://www.bbc.co.uk/newsround/33833558 Show maps – what information can you glean from these? Notes in books (and give atlases) Potential extra resources below: https://www.twinkl.co.uk/resource/t3-g-305-refugee-destination-countries-map-fact-sheet https://www.twinkl.co.uk/resource/t3-g-307-global-peace-index-map-fact-sheet https://www.twinkl.co.uk/resource/t3-g-302-refugee-countries-of-origin-map-fact-sheet Sentences: Migration is…. Answer questions (using sheet as prompt) Reflection: What emotions would migrants experience and why. Note your initial responses after today’s lesson. Lesson 2 Push and pull – check last year’s planning Table – push factors/pull factors – give table – LA organise push and pull and stick in. Guided group – how would you feel? Reflection – same as L1 Lesson 3 3.L.O: I am learning how migration affects people and places? 3 people with stories - show the positive and negative impacts for their new countries and their home country. Have sentences starters on board. What are the negatives? Examine how the UK has been affected by migration - Changing population? Jobs and skills? Famous people? Restaurants? - could be reflection? Lesson 4 4.L.O: I am learning about economic migration https://teachers.thenational.academy/lessons/what-is-economic-migration-6tjk6r?from_query=geography+migration Look at statistics/figures for work migration in the EU. Why do you think this figure is this? look at the top 3 countries that people move to in Europe for eco reasons. ● Articulate economic reasons for migration ● Explore how migration from Europe to the UK has mainly been for economic reasons ● Examine the impact of this type of migration Lesson 5 Climate change – show PowerPoint. https://www.unhcr.org/uk/climate-change-and-disasters.html How is climate change creating climate refugees. Write a letter to government – what climate change is. How it is creating climate refugees. What needs to be done. LA give sentence starters. Guided group – give scenario? Reflection – same as L1? Lesson 6 - follow up task - using what we’ve learnt so far about migration - who are they? where could they have come from and why?: how would you describe their situation using key-words (host, source, push, pull) Link to English and look at last years ‘research’ from red cross https://www.bbc.co.uk/newsround/48660079 A refugee is… Some people are refugees because…. https://www.bbc.co.uk/newsround/34262108 https://www.bbc.co.uk/newsround/23786501 https://www.bbc.co.uk/newsround/23818261 Picture of Syria – label with why people may have left their home and what life is like for this child. Reflection: https://www.bbc.co.uk/newsround/34152641 do you agree?

KS2 Hinduism programme of study: In this unit children will be introduced to the topic of Hinduism. This 6 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to:  Make connections between stories about eg Krishna and Rama, and the Hindu belief that God descends to earth when evil threatens to overcome good.  Make connections between Hindu stories (eg Krishna and Sudarma, Krishna dancing with the gopis) and belief in a personal, devotional relationship between God and the individual.  Make connections between Hindu belief in one God and the diverse forms in which God is worshipped eg Krishna, Rama, Lakshmi, Ganesha.  Make connections between service (seva) to others and devotion to God.  Make connections between Hinduism and other religions in relation to, for example, teachings about loving God and a responsibility to care for others, which motivate individuals, communities and Hindu aid agencies (eg Sewa International).  Make connections between the existence of well-established Hindu communities in Britain and the building of traditionally-designed mandirs in London and other cities.  Make connections between devotion to God and how this is expressed in worship in the Hindu home and mandir eg puja, arti, prashad.  Make connections between the belief that God is in everyone and everything and the implications for how Hindus should live their lives.  Make connections between the themes of Hindu narratives about the gods and the parallel experiences for humans trying to live a good life eg the struggles to overcome evil in the Ramayana, Ganesha helping to overcome obstacles. Teaching and learning should involve pupils in developing the skill of:  Using specialist vocabulary in communicating their knowledge and understanding of Hindu beliefs, teachings, practices and symbols Teaching and learning should involve pupils in using and interpreting:  A range of sources including the Hindu scriptures, stories from the Hindu tradition, murtis, the mandir, artefacts, pictures and symbols, songs and music, festival food; the media and ICT/the internet, to gain knowledge and understanding of Hindu beliefs, teachings and practices.

Year 3/4 RE - Sikhism - 5 Lesson Unit Lesson 1: LEARNING OBJECTIVES Children should learn: Sikhs believe Guru Nanak was ‘special’ from the moment of his birth even as a child, Guru Nanak began to help others to understand God better. Lesson 2: LEARNING OBJECTIVES Children should learn: Guru Nanak believed he was sent by God to show people how God wants them to live events in Guru Nanak’s life teach Sikhs to treat others with respect and equality to reflect on people who are positive role models. Lesson 3: LEARNING OBJECTIVES Children should learn: to explore race equality in the school setting Guru Nanak taught that all humans are created by One God and so in God’s sight all people are equal Guru Nanak taught that people should show their beliefs in their actions. Lesson 4: LEARNING OBJECTIVES Children should learn: Sikhs show their love for God in the way they live their lives Seva involves Sikhs in serving God through serving others The langar is an example of Sikhs putting service and equality into action. Lesson 5: Children should learn: In this session the group should revisit This 6 lesson unit is based off of the KS2 Sikhism programme of study: • make connections between narratives about key events from the lives of the Gurus (eg Guru Nanak, Guru Har Gobind, Guru Gobind Singh) and their teachings about God and how to be a good Sikh, contained in the Guru Granth Sahib • make connections between the teachings of the Gurus that Sikhs should share what they have with others (vand chhakna) and some ways in which this is practised eg in the Gurdwara • make connections between Sikhism and other religions in relation to, for example, teachings about loving God and a responsibility to serve others (eg sewa, langar) which motivate individuals, communities and Sikh aid agencies (eg Khalsa Aid) • make connections between the existence of well-established Sikh communities in Britain and the building of traditionally-designed Gurdwaras in London and other cities • make connections between the story of Guru Gobind Singh at Baisakhi and the commitments Sikhs make today eg the Khalsa, the 5 Ks, taking amrit, the implications of being named Singh and Kaur • make connections between key Sikh stories (eg Bhai Khanaya, Bhai Lalo) and beliefs relating to honesty, and to equality Teaching and learning should involve pupils in developing the skill of: • using specialist vocabulary in communicating their knowledge and understanding of Sikh beliefs and teachings, practices and symbols Teaching and learning should involve pupils in using and interpreting: • a range of sources including the Sikh scriptures, stories from the Sikh tradition, the Gurdwara, artefacts, songs, pictures and symbols, festival food; the media and ICT/ the internet, to gain knowledge and understanding of Sikh beliefs, teachings and practices

In this unit children will be re-introduced to the topic of electricity. This 7 lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Pupils will be taught to: • identify common appliances that run on electricity • construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers • identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery • recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit • recognise some common conductors and insulators, and associate metals with being good conductors. Working scientifically skills to be worked on: • asking relevant questions and using different types of scientific enquiries to answer them • setting up simple practical enquiries, comparative and fair tests • making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers • gathering, recording, classifying and presenting data in a variety of ways to help in answering questions • recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables • reporting on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions • using results to draw simple conclusions, make predictions for new values, suggest improvements and raise further questions • identifying differences, similarities or changes related to simple scientific ideas and processes • using straightforward scientific evidence to answer questions or to support their findings.

Key Details: Based on Power of Reading Plans 5 Week writing unit. Contains plans, slides, resources, differentiated activities. Fully editable In her stunning first picture book the author/illustrator Francesca Sanna has drawn on the experiences she heard about from recent refugees from many countries. The text in this book is easy to read in terms of vocabulary and sentence structure and this apparent simplicity combined with the memorable illustrations have great power to move readers of all ages. Each spread features a carefully chosen colour palette, depicting the variety of landscapes, real and emotional, through which a family passes, escaping conflict and seeking sanctuary. The book ends on a hopeful note but makes it clear that most refugees live with continued uncertainty, even when they hope they have reached a place of safety. Overall aims of this teaching sequence • To develop an insight and appreciation of the challenges of the refugee experience. • To support the development of empathy. • To explore the concept of the entitlement of fundamental human rights and freedoms for all. This teaching sequence is approximately 5 weeks long if spread out over 26 sessions. The book supports teachers to teach higher level reading and writing skills through a challenging and emotive text. The rich and evocative illustrations provide the opportunity to develop reader response and reflections of complex and mature themes. There are a wealth of opportunities to explore in depth response to the challenging issues and sensitive content. The text offers a framework to explore these themes whilst inspiring creative and authentic responses. It is advisable to give careful consideration as to whether or not all members of your class have the emotional maturity to engage with this text in light of the sensitive nature of its focus. Teachers must also be mindful and sensitive to the prior experiences of their pupils and use this to inform the extent to which they deem it appropriate to explore the themes addressed.

This unit pack contains plans, IWB, resources, differentiation ideas and key questions. This unit could be edited easily to have just a focus on the UK or just a focus on Greece. In this 10 lesson Geography unit the class will learn about: 1 Name and locate cities of the United Kingdom and their identifying human and physical characteristics L.O: I am learning to name and locate cities in the UK 2 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to identify the human and physical features of the UK. 3 Use the 8 points of a compass, 4 figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world L.O: I am learning about the 8 points of a compass and 4 figure grid references 4 Explain weather patterns around the UK and a studied area. L.O: I am learning about weather patterns around the UK 5 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to identify countries and their capital cities in Europe. 6 Locate the world’s countries, using maps to focus on Europe concentrating on their key physical and human characteristics, countries, and major cities L.O: I am learning to locate Greece and identify the physical and human features of modern day Greece 7 Identify the position and significance of the Equator, Arctic and Antarctic Circle L.O: I am learning about the significance of the Equator, Artic and Antartic circle 8 Recognise that there are similarities and differences between regions L.O: I am learning to understand the similarities and differences between London and Athens. 9 Identify key aspects of human geography and how the land is used 9.L.O: I am learning to explain why Greece is a popular tourist destination 10 Identify key aspects of human geography and how the land is used 10.L.O: I am learning about how Greece is fighting climate change (Eco Focus)

KS2 RE - Islam KS2 Islam programme of study Children will be taught to: Make connections between the revelation of the Qur’an and the Prophet Muhammad (pbuh)* as the messenger of Allah eg the first revelation on Mount Hira Make connections between the way the Qur’an is treated with reverence, studied and committed to memory, and the belief that it is precious because it contains the message of Allah Make connections between Islam and other religions in relation to, for example, teachings about loving Allah and a responsibility to care for others (eg zakah and sadaqah) which motivate individuals, communities and Muslim aid agencies (eg Islamic Relief, Muslim Aid) Make connections between an awareness that there are Muslims of many nationalities, races and cultures within Britain and around the world and their unity in the ummah Make connections between the obligations of religious observance and the strength Muslims gain from belonging to the ummah eg sawm (fasting at Ramadan), standing shoulder to shoulder in salah**, rituals during the hajj Make connections between the belief in One God, Allah and the way this is reflected in salah and the mosque eg everyone facing the qiblah and mihrab, the prohibition of idolatry reflected in an absence of representations of humans and animals, the use of calligraphy and pattern Make connections between the Muslim belief in Allah and the part humans are required to play in protecting the pattern, order and diversity of the world Allah has created Make connections between two attributes of Allah, Ar-Rahman, (The Compassionate) and Ar- Rahim (The Merciful), and the qualities Muslims try to develop in their own lives Teaching and learning should involve pupils in developing the skill of: Using specialist vocabulary in communicating their knowledge and understanding of Muslim beliefs, teachings and practices Teaching and learning should involve pupils in using and interpreting: A range of sources including the Qur’an, stories from the Muslim tradition, the mosque, artefacts, art, pattern and calligraphy; the media and ICT/ the internet, to gain knowledge and understanding of Muslim beliefs, teachings and practices *NOTE: After the name of the Prophet Muhammad, Muslims say or write ‘Salla-illahu alaihi wa sallam’ – ‘peace or blessings of Allah upon him. ’This is often shortened to ‘peace be upon him,’‘pbuh’ or the letters ‘saw’ which abbreviate the Arabic phrase.

Key Details: Focus Text: Way Home by Gregory Rogers Contains Plans, slides, activities. 4 Week Unit Shane is a boy who lives alone on the streets. We don’t realise this until the end of the book, when he takes the cat he has found back home with him to a shelter filled with his possessions, to be his friend. Shane’s fast paced story is told to the cat. The illustrations in this picture book are very evocative, full of symbols and meanings that add to what we learn about Shane and his life. Overall aims of this teaching sequence: To engage children with a story with which they will empathise To explore themes and issues, and develop and sustain ideas through discussion To develop creative responses to the text through drama, storytelling and artwork To write in role in order to explore and develop empathy for characters To write with confidence for real purposes and audiences This teaching sequence is approximately 5 weeks long if spread out over 20 sessions. The book supports teachers to teach about emotional response to strong themes in narrative fiction. This text offers readers a good stimulus for writing. Teachers will need to be aware of any children who may have experienced homelessness or who live in shelters or temporary accommodation before sharing this text with a class.

Key Details: Focus Text: The Matchbox Diary by Paul Fleischman 4 Week Writing Unit Contains Plans, slides, resources. The Matchbox Diary by Paul Fleischman and Illustrated by Bagram Ibatoulline A man shares the story of his early life with his great-granddaughter. In the days before he could read and write he found an inventive way of keeping a diary by preserving objects in matchboxes, each one a reminder of something significant in his past. The story of the family’s early 20th century migration from Italy to America unfolds as each object is revealed and examined, alongside images resembling framed sepia photographs. The boy who was barely literate eventually became someone who makes the printed word available to others. Overall aims of this teaching sequence:  To engage children with a story with which they will empathise.  To explore themes and issues, and develop and sustain ideas through discussion, enabling children to make connections with their own lives.  To develop creative responses to the text through drama, music and dance, storytelling and artwork.  To compose poetry.  To write in role in order to explore and develop empathy for characters.  To write with confidence for real purposes and audiences. This teaching sequence is approximately 4 weeks long if spread out over 20 sessions. The book supports teachers to teach about separation, belonging, being in new circumstances and life journeys.

Year 4/5 - Narrative writing - A Monkey in Space - 1 Week Unit In this 1 week unit your children will be expected to use their imagination to write narrative story. Children are given a picture from The Literacy Shed: https://www.literacyshed.com/space-monkey.html. They then use this picture as inspiration for their story, this allows each child in the class to take the story in their direction. Their is a video on The Literacy Shed that you could use if your class are lacking inspiration. Weekly Timetable: Day 1 : Learning Outcome: I am learning to describe a character Toolkit for learning… Identifying nouns to describe Use a noun phrase by add classifiers and describers to the noun Use expanded noun phrase by adding qualifiers to the noun phrase Day 2: Learning outcome: I am learning to use figurative language to describe a character. Toolkit for learning Use powerful verbs and adverbs to describe the character’s actions Use simile Use metaphor Day 3: Learning Outcome: I am learning to plan the opening, build-up, problem, resolution and ending to a story Toolkit for learning… Writing in the past tense. Using powerful descriptive phrases. Using personification. Using fronted adverbials Thinking about what a character felt, saw and did. Day 4: Learning Outcome: I can plan and write a character description Toolkit for learning… As previous lesson. Day 5: Learning Outcome: I can plan and write a character description

Year 4 - Computing - E-safety This 5 Week plan focuses on E-safety, a core issue highlighted in our current National Curriculum. Objective: Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. LO: I can understand how to keep myself safe when using technology LO: I can understand how to keep myself safe when using technology LO: I can use technology safely, respectfully and responsibly

KS2 English - Persuasive Writing In this 2 week unit your class will write a persuasive letter to the Headteacher of your school persuading them of the value of swimming, and to Henry persuading him to buy our listening device . This 2 Week lesson unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class. Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to understand the purpose and styles of a persuasive text Analysing Text, language features and organisation: I am learning to understand the language and structural features of a persuasive text Capturing ideas: I am learning to role-play, plan, orally rehearse a persuasive text Demonstration/Shared/Supported/Joint Construction Writing: I am learning to jointly construct a persuasive text End of topic (Big Writing) I can write a persuasive text independently

English - Persuasive Letter Year 4/5 - Persuasive Letter - 1 week unit. In this 1 week unit your class will write a persuasive letter to Horrid Henry about the benefits of reading. Lesson LO’s: Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to understand the purpose and styles of a persuasive text Analysing Text, language features and organisation: I am learning to understand the language and structural features of a persuasive text Capturing ideas: I am learning to role-play, plan, orally rehearse a persuasive text Demonstration/Shared/Supported/Joint Construction Writing: I am learning to jointly construct a persuasive text End of topic (Big Writing) I can write a persuasive text independently This unit pack includes interactive whiteboard slides, detailed lesson plans, and daily differentiated activities to support your class.

Key Details: Interactive slides, activities, differentiated activities. Based on Power of Reading Scheme This is a 4 week English writing unit that broadly follows the Power of Reading scheme of work, when appropriate I did move away from the plan and add in my own thoughts. Week 1: I am learning to write a diary entry. Week 2: I am learning to write an information text on spiders. Week 3: I am learning to use poetry to describe a story. Week 4: I am learning to write a narrative story. This unit comes with highly detailed interactive whiteboard slides that take you through all aspects of each lesson and the differentiated worksheets have been provided when required.

KS2 Art - Georgia O’Keeffe 7 Lesson Unit This Unit pack contains IWB slides, resources and a differentiated plan. Key Knowledge and Skills (Lesson LOs) L.O: I am learning to use a sketchbook for recording observations, experimenting with techniques and planning ideas. L.O: I am learning to sketch a self-portrait inspired by the work of Georgia O’Keeffe. L.O: I am learning about tone and colour mixing. L.O: I am learning about different ways of painting. L.O: I am learning to paint a self-portrait inspired by the work of Georgia O’Keeffe. LO: I am learning about the work of Georgia O’Keeffe LO: I am learning to consider the intention of Georgia O’Keeffe.

Year 4 - Guided Reading - How To Train a Dragon This one week guided reading plan focuses on How To Train a Dragon by Cressida Cowell. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: How to train your dragon by Cressida Cowell Day 1: Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Get feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to draw inferences from a piece of text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word inference means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Why do you think they don’t want Hiccup to be commanding the team? Do you think they like Limpets? Why do think Hiccup had been feeling sick? How do you feel about the characters in the story? Recap what had happened in the extract yesterday and re read. Day 2: I am learning to predict what is going to happen next. Activity: Ch to complete predict based on what they have read so far what might happen next in the story. Day 3: Spelling Focus: [SHORT ACTIVITY] Words with the sound spelt ei, eigh, or ey /eɪ/ Statutory: eight, eighth, reign Other: vein, weigh, neighbour, they, obey Day 4: Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Day 5: Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?

Year 4 - Recommended Reading List This list could be used in the back of a Reading Record, or in a guided reading book. The list lays out 60 books that children in year 4 should be aiming to read.