languagemathssciencecymraeg history music geography overview pserepe art ict design technology

Language Maths Science Cymraeg

History

Music

Geography

OverviewPSEREPE

Art

ICTDesign

Technology

Key SkillsThinking skills•Ask questions related to context and listen before asking further questions (TP)•Suggest where to find information and ideas (P)•Identify and describe similarities and differences by making simple comparisons ( D)•Begin to experiment with own and others ideas.(D)•Form opinions and make decisions by weighing up some pros and cons (D)

Communication Skills•Show an awareness of the needs of the listener asking questions and responding to others

ICT Skills

Respond what is being read ,expressing opinions about major events •Use ICT to help create and present ideas•Begin to find different sources of information with guidance•Begin to develop information and ideas•Write short creative and factual passages. Check work and sometimes correct errors.•Choose words for variety and interest and spell simple words correctly in a phonetically plausible way. Use simple punctuation and sentence structure.

Subject Skills

OracyListen and view attentively responding to a wide range of communication.

Evaluate their own and other’s talk and develop an understanding of how to improve,considering how speakers adapt their vocabulary,tone pace and style.

Identify key points and follow up ideas through questions and comments

Communicate clearly and confidently

ReadingDevelop the ability to read with fluency, accuracy ,understanding and enjoyment

•Start to recognise the characteristics of different genres•Further develop their ability to read with fluency, accuracy and understanding

WritingUse the characteristic features of literary and non-literary texts in their own writing.

Develop and use a variety of strategies to enable them to spell correctly•Use a range of sentence structures, linking them coherently.•Choose and use appropriate vocabulary

.

Range

OracyExperiencing and responding to a variety of stimili and ideas visual,audio and written

Speaking and listening individually ,in pairs ,in groups and as members of a class.

ReadingBecoming enthusiastic and reflective readers

Reading individually and collaboratively

Experiencing and responding to a wide range of texts that include information,reference and other texts.

Reading extracts and complete texts

Experiencing and responding to a wide range of texts

WritingWriting for a range of purposes

Writing in a range of forms

Writing in response to a wide range of stimili including visual and audio

Suggested ActivitiesTomorrow’s World

Reading and Phonics

Class books-

Complete’ Iron Man’ ( still a relevant book in this terms topic)

‘The Paper Bag Prince’

‘From the forest to the sea.’

•Individual reading twice weekly from our school reading scheme

•Daily phonic practice

•Sound of the week

•Daily high frequency word reading

•Weekly paired /guidedreading using Read,Write inc..

•Shared reading with whole class from Big Books.

•Whole class comprehension from shared reading experiences.

•Reading work aloud in front of class.

Oracy

Daily Welsh and English morning Daily Welsh and English morning discussions /games etcdiscussions /games etc

Prepare and perform a group presentation Prepare and perform a group presentation on a particular planet.on a particular planet.

Prepare a script about The Iron Man to Prepare a script about The Iron Man to perform in front of class.perform in front of class.

WritingWriting

Introduce Writing Treasuries to class. Get Introduce Writing Treasuries to class. Get children to write in treasuries once every children to write in treasuries once every week.week.

Myths and Legend extended writingMyths and Legend extended writing

Use of full stops and capital lettersUse of full stops and capital letters

Introducing speech marks and commasIntroducing speech marks and commas

Read Wrtite inc spellings weeklyRead Wrtite inc spellings weekly

NFER weekly group spellingsNFER weekly group spellings

High frequency word spellingsHigh frequency word spellings

- Introducing Treetops writing scheme to - Introducing Treetops writing scheme to review.review.

Language

Key SkillsThinking Skills

Ask questionsrelated to context and listen before asking further questions.

Identify and make links with prior knowledge and skills related to context.(P)

Plan, with support the process/method to be used.(P)

Determine some success criteria.

Begin to describe errors and unexpected outcomes. (D)

Follow a planned method (D)

Describe what has been learned (R)

Link outcomes to success criteria (R)

Identify what worked and what didn’t and begin to suggest what could be improved.

Communication Skills

Communicate with increasing confidence.

Represent and respond to ideas through structured play

Number Skills

Use whole numbers in practical situations (UI)

Measure and compare length and mass

Choose appropriate operations when solving addition and subtraction problems (c)

Use a variety of mental strategies to add and subtract numbers .(C)

Use the language of number , shape and comparatives, and the symbols for addition, subtraction .(NI)

ICT Skills

Develop information and ideas by processing data from given sources to support their activities.

Subject Skills

Solve Mathematical Problems

Select and use the appropriate mathematical materials,units of measure and resources to solve problems

Develop their own mathematical strategies and ideas and consider those of others

To measure with a an appropriate degree of accuracy

Communicate Mathematically

Use correct mathematical language notation, symbols and conventions

Devise and refine own ways of recording

Explain strategies methods and choices

Reason Mathematically

Investigate and generalise repeating patterns and relationships. Search for patterns

Make and investigate mathematical hypotheses ,predictions and conjecture

Range

Number

Understand number and number notation

Count, read ,write and order whole numbers

Understand place value in relation to the position of digits.

Calculate in a variety of ways

Use a variety of mental methods of computation

Round answers to calculations to an appropriate degree of accuracy

Use the relationships between 2 operations using inverses ,recognise situations to which the different operations apply.

Use the relationships between the two operations including inverse.

Measures and MoneyChoose appropriate standard units of length, mass,volume and capacity,temperature,area and time.

Read times on analogue and digital clocks

Suggested Activities

Number

( differentiation- activities depending onability of group)

Group red, blue, yellow, green and orange- books 2 and 3)

Addition skills

Subtraction skills

Methods of addition and subtraction

Inverse operation addition and subtraction.

Counting on /counting back

Addition without bridging

Addition with bridging

Problem solving involving addition and subtraction

Multiplication tables

2x,3x tables

Daily use of Percy Parker CD

Use of interactive daily games to help with tables.

Topic maths- MeasurementContinued practice of last term’s topic of shape.

Length

Introducing the centimetre. Measuring items around the class.

Measuring with metres- challenge – the yard! Estimation and measures.

(Millimetres introduced to top group)

The concept of area- counting squares

Weight- Practical work – introducing the kg weight – estimation items around the class

Maths

Key SkillsThinking

Ask questions relating to context and listen before asking further questions( P)

Identify and make links with prior knowledge and skills

Plan with support the method to be used. (P)

Describe errors and unexpected outcomes (D)

Begin to experiment with own and others ideas .(D)

Give reasons for predictions (D)

Follow a planned process D)

Describe what has been found out (R).

Communication

Ask questions and respond to the contributions of others (O)

Begin to find simple information using organisational devices and available clues to deduce meaning.

Respond to information in different forms

Write short factual passages check work and correct errors

ICT

Begin to find different sources of information with guidance.

Use given ICT resources to help create,present and share ideas.

Numbe

Measure and compare

Repeat measurements for accuracy

Sort objects using one or more criteria

Subject Skills

CommunicationSearch for, access and select relevant scientific information from a range of sources including ICT

Communicate clearly by speech, writing, drawings ,diagrams, charts, tables, graphs using relevant scientific vocabulary.

Use standard measures and units

Enquiry

Planning•Choose success criteria•Make predictions using previous knowledge and understanding•Where and how to find relevant information and ideas•Plan observations and measurements

DevelopingPupils follow the planned method and..•Make careful observations and accurate measurements using ICT equipment at times

Reflecting•Begin to evaluate outcomes•Suggest improvements•Linking learning•Describing how they have learned.

Range

The Sustainable Earth•The daily and annual movements of the Earth and their effect on day and year length.•The relative positions and fey features of the Sun and planets in the Solar System•The properties of materials relating to their uses•A consideration of what waste is and what happens to local waste that can be recycled and that which cannot be recycled.

•How Things Work•How different sounds are produced and the way that sound travels •How light travels and how this can be used.

Suggested Activities•Group task – name the planets of the Solar System and put them in their relative position on a large sheet of paper . Children to evaluate their work .

•Finding out about the planets in the Solar System – use of ICT

•Star gazing- recognizing names of well known star constellations.

•TECHNIQUEST VISIT – Star dome.

•Preparing a written and oral presentation on one particular planet

•Demonstration in the yard – how the earth moves in the sky –the earth, the sun and the moon.

•Shadows – measuring our shadows in the yard . Why does the length of our shadows change during the day. How does light travel- what is a shadow?

How do we look after our world?

The effects of global warming. Looking at how some most materials can be recycled. Looking at everyday waste

Making sounds- sounds in our environment. Going out and listening to sounds us . What can we hear. How are we able to hear these sounds .How is sound made? In groups examine a range of musical instrument. How do they make a sound?

Introducing the word- vibration

Sound investigation project

Linking literacy work with science

•Writing a postcard from space.

•Oracy work from ‘From the forest to thr sea’ and the Paperbag Prince.

Science

Key Skills

Thinking skills

Identify and make links with prior knowledge and skills related to context (P)

Determine some success criteria(P)

Identify and describe similarities and differences(T)

Link outcomes to success criteria®


Show an awareness of the needs of the listener asking and responding to contributions of others((O)

Communicate with increasing confidence(O)

Respond to what is read expressing opinions about major events or ideas.

Write short creative factual passages. Check work and sometimes correct errors.

Represent and respond to information in different forms using pictures sounds and symbols

Subject Skills

Oracy•View and listen carefully ,extracting the main points•Communicate clearly and confidently in a manner that is suited for the audience and purpose•Use a variety of sentence structure•Evaluate own and others talk.•Form negative response•Use spoken language appropriately.

Reading•Use various strategies in order to develop as readers•Start to read their own work and that of others with fluency and expression•Respond clearly and appropriately to the plot events and character in stories

•Re read material and retell passages that were particularly enjoyable-memorise extracts •Start to use different strategies to establish meaning and retrieve information in text.

Writing•Use the characteristics of chosen forms ,adapting their style•Link sentences using connectives.•Use punctuation to convey meaning•Use appropriate presentation and lay out •Choose appropriate vocabulary and develop accuracy.•Draft and improve their work•Present their work appropriately.

Range

Oracy•Work independently,in pairs and as part of a group•Communicate for a variety of purposes including asking questions and offering comments•Work independently and in pairs•Converse with a variety of audiences including teachers and peers•Increase their confidence in language use by drawing on their knowledge of Welsh and English

Reading•Develop as enthusiastic ,independent and reflective readers•Read in a variety of situations-with support, independently ,paired etc.•Experience a variety of texts

Writing•To write for a variety of purposes

-to entertain, to present information, to express opinions, to convey feelings and ideas.

Write for real and imaginary audiences

Write in a variety of forms


Topic –

Ble Wyt Ti’n Mynd?•Daily games – Helpwr Heddiw •Introduce weekly sentence patterns

Ble wyt ti’n mynd ? Where are you going ? This will be the first question introduced in week one. We will then build on this week by week .

Gyda pwy? Dw I’n mynd I ‘r parc gyda Alex a Tish

Sut wyt ti’n mynd? How did you go ?

Dw I’n mynd mewn bws . This will gradually build up so that by the end of the term the children will be able to write a full paragraph about going to various places.

Our final task of the term will be to make a zig zag book each

Dyma fi

1. Dw i’n mynd i parti

2. Gyda Alex

3. Dw i ‘n mynd mewn tacsi

4.Dw i’n gwisgo sgert pinc a trowsus du

5.Dw I’n mynd am tri o gloch

Develop negative respose-

Wyt ti’n mynd I’r parc?

Nac ydw dw iddim yn mynd I parc ond dw I mynd I’r parti.

Cymraeg

Key Skills

Thinking SkillsIdentify and make links with prior knowledge and skills related to context

Asking questions to understand the problem (P)

Gathering information (P)

Generating and developing ideas (D)

Valuing errors and unexpected outcomes (D)Forming opinions and making decisions (D)

CommunicationDeveloping information and ideas

Starting to locate and select information

Responding to what has been read

Organising ideas and writing accurately

ICT

Use ICT to help create ,present and share their ideas


Subject Skills

Chronological AwarenessUse appropriate key words to estimate measure and describe passage of time.

Use key words

Historical knowledge and understandingIdentify differences between ways of life at different times

Identify significant people and describe events within a period of history

Interpretations of historyIdentify ways in which the past is represented and interpreted

Distinguish between fact and opinion

EnquiryAsk and answer relevant questions about the past

Use a range of sources

Suggest how to find relevant information

Reflect on their findings.

Organisation and CommunicationSelect, record and organise historical information

Communicate ideas, opinions and conclusions

Range

Study

The differences in people’s daily lives in two contrasting periods of the 20th century

Ask and answer questions•What do we know about life at this time•What was it like for the rich and poor•Were there significant changes in people’s life•How have the daily lives of people at this time been represented.•What impact did people have on the lives of people at this time have on the environment.


The History of Space Travel •Introduce a simple timeline to show the progress of space travel during the 20th century

•Looking at pictures, film footage, photographs of the time the mid 20th century

Showing footage from the first landing on the moon. – Writing to accompany this.

Interviewing grandparents about what they remember about Space travel in the 60’s-

Looking at news coverage of the event – newspaper wring

History

Key Skills

Thinking SkillsSuggest where to find more information

Plan with support

Identify links between cause and effect give reasons for inference

Consider evidence and begin to distinguish between facts, beliefs and opinions

Form opinions and make decisions

Link the learning

Make simple comparisons.

Communication

Respond to others

Respond to what is read

Begin to find simple information

Write short factual pieces

Represent and respond to information in different forms using pictures ,sounds, symbols diagrams and maps

ICT


Subject Skills

Locating•Identify and locate places and environments using globes, atlases and maps.•Follow directions,estimate and calculate distances

UPEP•Identify similarities and differences to describe compare and contrast places and environments.•Describe the causes and consequences of how a place and environment change•Identify and describe natural and human features eg wind farms, glacial valleys

InvestigatingDesign questionaire•Observe and ask questions about a place, environment or geographical issue•Organise and analyse evidence ,develop ideas to find answers and draw conclusions

CommunicatingExpress their own opinions and be aware that people have different points of view about a place.

Make decisions about geographical issues by distinguishing between fact and opinion and considering different arguments

Communicate findings

Range

Living in my World- Caring for places and environments and the importance of being a global citizen

Carry outInvestigations of geography in the news or topical events in the local area and wider world

Fieldwork to observe and investigate real places and processes.

Ask and Answer questions

Where is the place?

What is it like?

What is happening here?

How is it the same or different from other parts of Wales?

How have people affected this environment?

How can we look after this place?

How do peoples opinions differ about this ?

Discuss different geographical differences.


Discuss the importance of global warming and environmental issues that are in the news..•Listing the effects of global warming.- How has it happened?

•Make poster about the importance protecting our world- •Discuss the area we live in and the environmental issues that have affected our local environment.( use of newspaper clips)

•Create a questionaire as a class. This will then be sent home for parents to complete about their concerns about the our locality and what worries them.

•Write up our findings.

•How can we improve our environment? Create poster using map of Wales – Look after our Wales.

Geography

Key Skills

Thinking SkillsIdentify and make links with prior knowledge and skills related to context

Suggest where to find information and ideas related to context.

Plan with support the process used.

Describe errors and unexpected outcomes


Using the computer write short creative and factual passages and sometimes correct errors

Represent and respond to information in different forms using pictures,

sounds, symbols and diagrams.

ICTCreate and present their ideas for a given purpose by combining different forms of information

Find suitable information from given sources, using simple searches to support a range of activities

NumberGather data systematically by counting and by measuring. Extract data.

Subject SkillsDiscuss the purpose of their task,the intended audience and the resources needed.

Produce and use simulations to ask and answer questions.

Investigate changes

Create and Communicate informationCreate and communicate inforrm-ation in the form of sound

Create a range of presentations combining a variety of information and media

Range

Use a range of ICT resources and equipment independently and collaboratively

Evaluate their work and learning

Store and retrieve information they have found


Year 3

Use ICT to select, control and record sounds

Experiment with different sounds on a music keyboard

Store sounds electronically using a tape recorder and/or computer

Use ICT to organise and reorganise sounds

Use icons to make a short piece of music by selecting and arranging icons which represent musical notes or phrases

Loop a musical compositions and change its dynamics, e.g. instrument sounds, tempo, volume

Use electronic and live sounds combined in a performance

Recognise some of the differences between the live and the computer controlled parts of my music

Take notice of comments from friends/teacher and change music to improve composition.

Record a short sound sample, play it and save it. Select and control sounds by use icons to arrange musical phrases.Plan, create and perform a simple composition by manipulating appropriate icons to organise and reorganise sounds.How can you use the software to produce a sequence?How can we save/replay that tune?Can you show me a beginning, middle and end for your music?How can you change the mood of this tune?

ICT

Key Skills

ThinkingPlan with support the method to be used

Generate imaginative ideas and possibilities

Describe errors and unexpected outcomes

Begin to experiment with own and others ideas.

Follow a planned process

Identify what worked well and suggest how methods could be improved.

Describe what has been learned.

CommunicationCommunicate with increasing confidence to her peers and others.

Represent and respond to ideas through structured activities

ICTUse given ICT resources to help create ,present and share ideas

NumeracyMeasure and compare mass

.

Subject Skills

DESIGNINGUse a range of information sources to generate ideas

Investigate how existing products look and function as a source of ideas for their own product.

Develop a simple specification for their product.

MAKINGWork to their specification to make a product

Choose appropriate materials from a range available to them.

Find alternative ways of making if their first attempts fail.

Apply appropriate finishes to their product

RIGID MATERIALSRIGID MATERIALSUse a range of materials making choices

Learn about the efficient use of materials

Use techniques for reinforcing and strengthening .

.

Range Pupils should be given the opportunities to develop their design and technology capabilities through..•Tasks which explore simple products in order to acquire technological knowledge and understanding

•Tasks in which they learn about the responsible use of materials

•Tasks in which they develop and practise particular skills and techniques

•Tasks in which they design and make products

•They should be given opportunities to be creative and innovative

•They should be given the opportunities to work independently and in groups.

Health and Safety

Pupils should be taught how to use tools/utensils and equipment safely and to consider hazards and risks in their activities.

Suggested ActivitiesOrganise the class into groups so that each group can look at and try out the different instruments. Tell the class that each group should discuss the following questions and agree a short answer that they all write down. What vibrates on the maracas when it is played? What vibrates on the drum when it is played? What vibrates on the xylophone when it is played? What vibrates on the guitar when it is played?

Organise the class into groups so that each group can explore the sounds that can be made with the rubber bands and tins. Tell the class that each group should discuss the following questions and agree on a short answer which they all write down using notes and sketches.

Organise the class into groups so that each group can explore the sounds that can be made with the balloons and tins. Tell the class that each group should discuss questions and agree on a short answer

Cover the same activity with bottles and peas ,dried beans etc

The same activity will then be done with sounding blocks.

The big task will then be to design a musical instrument of their choice . They will need to think about sound, appearance etc . After design is completed the children will then undertake the challenge of making their instrument.

The final task will be an evaluation of their own and others work

Design Technology

Key Skills

Thinking SkillsSuggest where to find information and ideas related to topic (P)

Plan with support the process to be used (P)

Generate imaginative ideas and possibilities (D)

Begin to experiment with own and others’ ideas (D)

Form opinions (D)

Follow a planned process (D)

Link outcomes to success criteria®

Identify what worked and what didn’t –make suggestions on how to improve work.(R)

Link the learning

Communication Communicate with increasing confidence.

Represent and respond to ideas through creative activities

Represent and respond to information in different forms using pictures

ICTCombine pictures and text

Number

Subject Skills

UnderstandingExperiment with and examine methods used by other artists, craft workers and designers from different periods ,places and cultures.

Evaluate methods and results

InvestigatingSelect and record from observation, experience, memory and imagination.

Keep a sketchbook to develop ideas and feelings, explore themes, experiment with processes, research and enquire.

Organise reference materials

MakingExplore, experiment with and apply the elements of the visual, tactile and sensory language of art

Tone- light medium and dark tones

Colour – Primary and secondary colours

Design and make 2 and 3 dimensional images

Range

UnderstandingPupils should be stimulated and inspired where appropriate by other artists craft workers and designers

They should develop their understanding through books, videos,internet etc.

InvestigatingPupils should investigate •the properties of material and processes•made objects and environments

•They should where appropriate apply to their own work findings collected from •Books•Videos•Internet•Designers

MakingPupils should design and make both imaginatively and expressively;

Objects,artifacts,images

They should use a variety of tools and equipments-paints,pencils,crayons,pastels,textiles


Sketch book and topic activities•My face –examining our faces from our photograph –trying to copy the face as carefully as possible.

•My body – looking at the body’s proportions – drawing with more care and detail.

•Funny Faces-Looking at a range of shapes Children to use these to create funny faces (research)

•Look at cartoon artists

•Characters- Children will choose one of these faces to develop into a character. The character will be given a name-children to draw character in book.

•Develop character into a story about space travel- children will create a story board – eg ‘Marvin goes to Mars’

•(Children will write story in language work)

•Children to create cover for their book.

•Creating 3D space monster using foil and modroc

•This term the children will also be designing their Welsh flags for our Eisteddfod competition.

•Examine Starry Starry Night by Van Gogh

Art

Key Skills

Thinking Skills

Ask questions related to context and listen before asking further questions(P)

Determine some success criteria > (P)

Begin to experiment with own and others ideas(D)

Generate imaginative ideas and possibilities(D)

Identify what has worked well and what hasn’t- Suggest ways to improve compositions

Communication

Respond to the contributions of others (O)

Represent and respond to information in different forms using sounds (CX)

Subject Skills

Performing

Sing with increasing control of breathing, posture, diction, dynamics, phrasing pitch and duration(P)

Maintain a part as a member of a group in a part song

Imitate, internalise , memorise and recall musical patterns and songs

Communicate with others when performing

Composing

Develop and refine musical ideas, and evaluate their work in order to improve it

Communicate ideas and emotions through music

Appraising

Listen to and appraise music

Recognise and describe musical characteristics

Range

Performing

Music will be chosen from the music of Wales

Include unison and simple part songs

Composing

Composing using body percussion

Simple composition using the pentatonic scale

Appraising

Link and extend pupils musical experiences and include examples taken from the European classical,folk and popular tradition and the music of Wales


Please see science/ICT AND DT planning as they all link to music and instruments.

Instrument workGetting to know our instruments•Looking at untuned percussion instruments- how to play them correctly, hold them correctly and how to get the best sound from them. Rhythm work related to our space topic- using word patterns and syllable work.•Introducing tuned percussion instruments- Looking at musical vocabulary – volume, pitch , timbre , texture.

Developing simple tunes – using pentatonic scales to create group composition . Children to then work in small groups to create their own piece of music. On Space using space vocabulary, tuned and untuned percussion instruments.

Singing Work

Learning 3 Welsh songs to sing in House choirs for our school Eisteddfod.

Maintaining part as a member of a group.

Memorise, internalise and recall musical songs.

Music

Key Skills

Thinking SkillsDetermine some success criteria

Plan with support the processes or methods to be used (P)

Ask questions related to context and listen before asking further questions (P)

Communication SkillsCommunicate clearly and confidently (O)

Use a range of vocabulary and key words relating to the subject (O)

Represent and respond to ideas through movement. (CX)

ICTPresent ideas and performance by using digital images

Use the language of movement

Subject Skills

Health, Fitness and Well being•Engage in frequent regular physical exercise beneficial to their health and well being•Plan daily physical activity through opportunities in school ,at home and in the community•Identify how to eat and drink healthily in order to meet the energy requirements of different activities•Find out how exercise affects the body.•Begin to sustain activity over a period of time.•Follow relevant rules and safety procedures when exercising ,and begin to understand risk and how to take responsibility for actions•Describe how they feel when doing different activities•Find out about opportunities in the community and try different activities

Creative Activities

.recognise the principles of simple composition and choreography in order to use them to plan sequencesand a range of movement patterns

Determine success criteria relating bto the development of their performance using key words related to their activity

Evaluate own and others performances

Perform and develop an appreciation of movement from some traditional dances from Wales.

Range

Health ,Fitness and Well being•Activities that are non competitive forms of exercise•Encourage daily physical exercise

Creative Activities

Activities will be composed or choreographed and are generally artistic and aesthetic in nature

The composition of sequences and choreographed dance mofifsshould include features such as

Variation of rhythm

Speed, shape,level, direction and pathway

Combining and linking actions relationships to partner, an audience , apparatus or a stimulus.

Suggested Activities•Dance

( First half term)

Traditional Welsh Folk dances. Initially introducing the children to two Welsh Folk dances ‘Jac a do’ and Cylch a Cymru’ Practise with various partners and perform.

Identify key steps in traditional Welsh Dances – skip , side step, promenade, dozy doe,,bridge , cast off ,swing clap sequences

Ask children to work individually, in pairs or in small groups to compose their own simple Welsh Folk dance to a familiar piece of music.

Health Fitness and Well being

Circuit training

Running longer distances

Aerobic exercises

Yoga

Games activities covered by Miss Greening

PE

Key Skills

Thinking Skills

Ask questions related to context and listen before asking further questions(P)

Identify and describe similarities and differences by making simple comparisons(D)

Consider evidence information and ideas to begin to distinguish between facts, belief and opinions.(D)

Describe what has been learned.(R)

Communication

Show an awareness of the needs of the listener,asking questions and responding to the contributions of others

ICT

Begin to find different sources of information with guidance

Subject Skills

Engaging in fundamental questions

Ask, discuss and respond to fundamental questions raised by their own experiences

Exploring religious beliefs, teachings and practices

Describe and begin to explain the impact that religion has on the lives of believers

Expressing personal responses

Express and begin to justify their own feelings and opinions in different ways

Consider ,appreciate ,empathise with and respect the viewpoint of others

Recognise, explore and reflect on the spiritual side of life

Range

The World

Human experience

Search for meaning

Knowledge Understanding and Opportunities

Reflect on aspects of their own and others experiences

Discuss and express viewpoints

Record and evaluate the information required.


Activities planned and delivered by Mrs. Morgan

Ideas

Worship and Celebration•Draw and write stories about a day that was different Collect photos of weddings, Christenings to share with the children•Why do people get married in church?•What made it special?•Why do we have special days and occasions?•Engage in the Easter story•Why is Easter so important to Christians?•Produce Easter cards•Painting Easter eggs•Poetry – new life•Learning an Easter Hymn•Engage in the Passover story•Find out how Jewish people celebrate Passover.•Reconstruct a Passover meal

RE

SkillsThinking

Identify links between cause and effect

Use appropriate techniques personal reflection

Communication

Contribute to class discussions

Listen carefully and respond to others.

Express their views and ideas confidently through a range of appropriate methods

ICT

Find and develop information and ideas

Use ICT safely with appropriate support and guidance

Number

Gather information in a variety of ways, including simple questionnaires or databases to support understanding of PSE related issues(geography work)

Working with others

Emphathise with others’experiences and feelings

Ask for personal support and advice

Improve own learning

Apply learning to similar situations within school

Range

Sustainable development and global citizenship•Appreciate the natural world as a source of inspiration

•Take an active interest in varied aspects of life in school and the wider environment

•Develop a positive attitude on issues of poverty and fairness

•To understand how an environment can be affected by the decisions we make individually and collectively

•To understand that local actions have global effects because of connections between places and people.

•How poverty and inequality can cause problems.


Most PSE work will be covered in a wide variety of curriculum areas and many aspects of PSE programme will be covered this term. However our main area of study this term will be Sustainable development and global citizenship as this links best with our topic this term.

•How global warming has affected our world

•What small changes can we make

•How to improve our school

•Looking through local newspaper for news on environmental issues

•Planting trees

•What is inequality?

PSE

languagemathssciencecymraeg history music geography overview pserepe art ict design technology

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