Lesson

Subject

Lesson Title

Skill

Core Knowledge

Lesson Brief

1

Geography

Marina or boat yard visit

In this lesson children will:

Ask and answer simple geographical questions through observation or simple data collection during fieldwork activities.

Visit a marina, a boat yard, an RNLI station or a boating lake to see how many different types of boats there are. If possible, have a ride in a boat. Describe what it feels like to be afloat. Take photographs and make drawings to reflect upon back in the classroom.

Listen to rules about water safety, including keeping safe on board.

2

English

Remembering our experience

In this lesson children will:

Listen and respond appropriately to the contributions of adults and peers, including their different viewpoints.

By the end of this lesson children should know:

Appropriate responses refer to what has just been said.

A collaborative conversation is two or more people exchanging news, feelings and ideas in turn.

A viewpoint is a person's opinion based on their experiences.

Talk about their firsthand experience, describing the different types of boats seen. Work in pairs to recount their experiences using a sequence of pictures taken on the day.

Note: Read the children a story based on incidents and settings linked to the theme. Talk about where the story takes place, who is involved and what happens. Revisit the words ‘character’, ‘setting’ and ‘events’.

3

English

Paintings of boats

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Look at a range of paintings of boats, talking with a partner about what they can see. Brainstorm ideas about who the boat might belong to and what is happening in the painting. Think about what they might see, hear, smell, touch and taste if they stepped into the painting. Compose their sentences orally before writing them down to make sure they make sense.

Note: Paintings to look at could include In the Norvegiene Boat at Giverny or Red Boats Argenteuil by Claude Monet, Christ in the Storm on the Sea of Galiliee by Rembrandt, The Gulf Stream by Winslow Homer, Rough Sea by Turner or The Return of the Lifeboat by Thomas Rose Miles.

4

English

Story plans

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Make a simple story plan, using their painting as a stimulus, which tells the story of the painting. Think about what happens in the beginning, the middle and the end. Suggest interesting and descriptive words that they could use to describe their picture.

Note: Model this process with a different painting or picture. Photographs can also be used for this activity, although paintings are often more atmospheric.

5

English

All at once…

In this lesson children will:

Reread what they have written to check it makes sense, including that verbs are written correctly and consistently, then evaluate their writing with the teacher and other pupils, making simple additions, revisions and corrections. Proof-read to check for errors in spelling, grammar and vocabulary.

By the end of this lesson children should know:

Checklists and learning intentions can be used for self-assessment and peer assessment. They can help you to add or change elements to improve your writing.

Proofreading is correcting mistakes in spelling, grammar or vocabulary before a piece of writing is presented to others.

Look at ways to improve their stories, using a range of good time adverbials such as ‘suddenly’, ‘in a flash’, ‘all at once’, ‘from out of nowhere’, ‘next’ and ‘finally.’ Read their stories aloud to make sure they make sense and use teacher and peer feedback to improve where necessary.

Note: Display all the photographs used and invite another adult into the classroom to hear the children’s short stories. Can they match the story to the painting? Children’s stories could be written using word processing software and edited to include time adverbials before spell checking.

6

Design and technology

Making boats

In this lesson children will:

Use a range of mechanisms (levers, sliders, wheels and axles) in models or products.

Play with a range of toy boats with moving parts and mechanisms. Investigate with a partner, then explain how they work, giving an opinion about whether they work well or could be made better. Make boats with a moving part or mechanism, such as a lever or pulley, using Lego or other construction kits.

Note: Display children’s works in progress, allowing them to make changes to their boats. Children could draw diagrams of their boats, labelling the different parts.

7

Science

Investigating materials

In this lesson children will:

Compare the suitability of a range of everyday materials for particular uses, including wood, metal, plastic, glass, brick, rock, paper and cardboard .

Look at images of different boats, identifying and naming the materials from which they are made. Explore the properties of different materials, such as wood, plastic, metal, glass, brick, paper and card, to see which materials float and which sink.

Note: Encourage the children to make predictions about each material before testing it, using simple tables and charts to record both their predictions and findings.

8

Geography

Surrounding seas

In this lesson children will:

Name and locate seas surrounding the UK, as well as seas, the five oceans and seven continents around the world on a world map or globe.

Identify seas and oceans surrounding the UK using maps and satellite imaging. Make simple sketch maps to show the UK and the location of each sea or ocean.

Note: Extend the children’s learning by using world maps and atlases to identify the world’s continents and five oceans. Children could use a labelling tool, such as  Skitch, to label satellite images copied from  Google Maps.

9

Art and design

Sketching boat

In this lesson children will:

Use the properties of pencil, ink and charcoal to create different patterns, textures and lines, and explore shape, form and space.

Draw a boat from first hand observation, looking carefully at shapes and form. Draw from different angles, above, sideways, from the front and, if possible, from the inside. Select from a range of drawing materials, such as a pen, pencil and marker pen.

Note: This activity has extra impact if using a life size boat. Perhaps an inflatable dinghy or rowing boat? If you can’t bring one to school, why not visit a local boating lake or boatyard for the drawing activity?

10

English

Captain Cook

In this lesson children will:

Participate in discussions about books, poems and other works. Take on different roles within a group discussion, taking turns and listening to what others say.

By the end of this lesson children should know:

There are different roles for people holding a discussion, such as a leader, scribe, researcher, timekeeper and presenter, which help the group to function effectively.

Listen to a simple version of the life story of Captain James Cook, retelling and sequencing the main points of the story for clarity. Use a portrait of Captain Cook as a stimulus to talk about the qualities and characteristics that might have made him able to do the things that he did. Share their ideas with the rest of the group, listening carefully to other people’s views and opinions.

Note: Gather the children’s opinions by asking questions, such as ‘Do you think Captain Cook was brave or foolish? Why? How do you think Captain Cook felt when he set off on an expedition? Can you imagine how you might feel if you were one of Captain Cook’s crew?’

11

English

Life at sea

In this lesson children will:

Identify the main facts or events in simple texts.

By the end of this lesson children should know:

Highlighting question words, such as 'who', 'what', 'when' or 'where' helps you to know whether the answer will be a character, event, thing, time or place.

Highlighting key topic words in a question and then highlighting them within the text can help you to retrieve information quickly.

Use a range of information books to find out about life at sea in Captain Cook’s day. In particular, hunt for clues and information about Captain Cook’s ships: Endeavour, Resolution, Adventure and Discovery. Take part in group reading activities and listen to readings from non-fiction books to find out more, sharing information gathered.

Note: Provide a good range of reading materials that enable children to carry out their own research. Perhaps provide them with a list of recommended websites that they can search, such as  Royal Museums Greenwich and the  Captain Cook Memorial Museum.

12

English

Drawing diagrams

In this lesson children will:

Discuss and check the meanings of words, linking them to known and given vocabulary.

Core knowledge

By the end of this lesson children should know:

A glossary is a selection of topic vocabulary in alphabetical order with definitions for each word.

Glossaries can usually be found near the back of non-fiction books.

Make a detailed drawing of a ship typical of Captain Cook’s day, using information books and diagrams to label different parts of the ship. Use dictionaries to find out what each part was and how it was used. Label parts, such as hold, keel, gallery, rudder, main deck, quarter deck, poop deck, mast and sails, using an ICT labelling package like  Skitch.

Note: Where possible, provide 3-D models of similar boats for children to handle and explore.

13

English

Planning our information books

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Choose to make an information book about either Captain Cook or ships of the time, whichever interests them most. Think about what kind of information they want to include and make a simple plan for their book, including what facts to include and whether they will need any downloaded illustrations or images.

Note: Provide children with a range of bookmaking materials, such as paper, card, hole punches, treasury tags, wool, ribbon, pens, pencils and computer access. Children could use Publisher to create their leaflets.

14

English

Reading and amending

In this lesson children will:

Read their writing aloud clearly, audibly and with appropriate intonation to make the meaning clear.

By the end of this lesson children should know:

Intonation is how your voice rises and falls when you speak. Appropriate intonation helps you to be understood. When you see a question mark, raise the pitch of your voice in expectation of an answer. When you see an exclamation mark, adjust your voice to express an emotion.

Read their information books aloud to a partner or small group, to make sure that the text makes sense. Amend their writing where necessary.

Note: Invite Captain Cook into the classroom to meet the children and hear them read their information leaflets. Captain Cook will be able to tell the children how accurate they have been with their information.

15

Geography

Navigate for Captain Cook

In this lesson children will:

Locate the equator and the North and South Poles on a world map or globe.

Locate Hawaii, Australia, New Zealand, Tahiti and the province of Newfoundland on a world map or globe. Help Captain Cook to plan his journey by colouring in these places on a world map. Provide him with a simple key too.

Note: Captain Cook also needs to know where other important geographical features are, including the Antarctic Circle, the equator and the Northern and Southern Hemispheres.

16

History

Timeline of sea explorers

In this lesson children will:

Sequence significant information in chronological order.

Make a timeline to show and chronologically sequence significant sea explorers, including Marco Polo, Christopher Columbus, Sir Francis Drake, Sir Walter Raleigh, Henry Hudson, Captain Cook and modern day sea explorers, such as Ellen MacArthur.

Note: Provide children with pictures, dates or information cards to sequence. Discuss each explorer, talking about the countries they discovered and the significance of their discoveries. Think about the differences in their ships and dress, reflecting on what these tell us about the times in which they lived or live.

17

Music

Sea shanties

In this lesson children will:

Sing simple songs and chants with a sense of melody and shape.

By the end of this lesson children should know:

A melody is a succession of notes arranged to create a musical shape and is the dominant tune of the composition. The shape of music is the direction of the music through structure, dynamics and expression.

Listen to and join in with sea shanties and traditional songs sung by or about sailors. Songs and rhymes to learn could include Drunken Sailor, Bobby Shafto and A Hundred Years Ago.

Note: Shanties are work songs that were used on the square rigged ships during the Age of Sail. Their rhythms coordinated the efforts of many sailors hauling on lines. Children might like to act out these actions as they sing. Record children’s performance using audio software.

• Bobby Shafto sea shanty
• The Drunken Sailor sea shanty
• A Hundred Years Ago sea shanty
• Sea shanty karaoke: ‘Blow the Man Down’ (Video)
• Sea shanty karaoke: ‘A Hundred Years Ago’ (Video)
• Sea shanty karaoke: ‘What Shall We Do With a Drunken Sailor?’ (Video)
• Sea shanty karaoke: ‘Bobby Shafto’ (Video)

18

Science

Abandon ship!

In this lesson children will:

Follow a set of instructions to perform a range of simple tests, making simple predictions for what might happen and suggesting ways to answer their questions.

Explore how much cargo a toy boat or raft can carry before it sinks. Choose a piece of cargo to load on a toy boat. How many of each unit can be loaded on the boat before it sinks? Use standard weights or non-standard measures, making predictions and recording their findings in simple tables and charts.

Note: Non-standard cargo could include Lego bricks, coins, stones and marbles.

19

History

Famous sea explorers

In this lesson children will:

Use historical models to make judgements about significance and describe the impact of a significant historical individual.

Find out more information about another famous sea explorer identified on the timeline. Work in pairs to find out where they sailed, explored and discovered and present their findings to others in a simple non-chronological report. Consider and explain who is the most significant explorer and why.

Note: Provide a good range of information books and computer access to help children find out more. Children could use diamond ranking to sort the explorers from most to least significant.

20

English

Treasure!

In this lesson children will:

Participate in discussions about books, poems and other works. Take on different roles within a group discussion, taking turns and listening to what others say.

By the end of this lesson children should know:

There are different roles for people holding a discussion, such as a leader, scribe, researcher, timekeeper and presenter, which help the group to function effectively.

Open up a mysterious treasure chest to discover a range of pirate objects, such as a hat, sword, pair of boots, parrot, golden coins, pirate flag, telescope, eyepatch, treasure map and a model pirate ship. Imagine who the items might belong to, explaining their thoughts. Share with the group what they already know, or believe, about pirates.

Note: Finish by reading the children a pirate story or two – perhaps a pirate poem or song. There are plenty of pirate stories to choose from.

21

English

Pirate puppet

In this lesson children will:

Ask relevant questions and give relevant answers in different contexts.

By the end of this lesson children should know:

Asking questions connected with what you are learning about can help you to get more information or gain a deeper understanding.

A relevant answer stays on topic and addresses all parts of the question that has been asked.

Question words can be included within statements.

Questions can begin with words other than question words, such as being, doing and having verbs.

Meet a pirate puppet. Interview the pirate to find out who they are, where they are from, where they have been, what their ship is called and what they do in their daily life. Think of and ask questions, making sure they are relevant.

Note: If you’re not confident about making your puppet speak, tell the children that the puppet has lost his voice, or that its too shy to talk, so it'll have to whisper to you.

22

English

Real pirates from the past

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Look at a range of pictures of real pirates from the past. Talk to a partner about what they can see and any clues that they can spot in the picture about who the pirate is and what his or her life is like. Jot down their ideas, giving their pirate a suitable name and building up a picture of their pirate’s character.

Note: Collect exciting pirate related words and display them on a homemade ship’s mast using little pirate sails or flags.

23

English

Pirate descriptions

In this lesson children will:

Explain, one sentence at a time, what they want to write.

By the end of this lesson children should know:

Drafting and editing a sentence in your head or aloud can help you to refine what you want to say so you can write it accurately.

There are four main types of sentences: statements, questions, commands and exclamations.

Conjunctions can expand or link sentences.

Use their initial ideas and sentences to write a descriptive paragraph about their pirate. Include details in their paragraph, such as what their pirate looks like, says, does, likes and dislikes.

Note: Explain that there are lots of famous pirates. In fact some of the images they have been looking at are of real pirates. Read a pirate story or poem about a famous pirate, such as Blackbeard.

24

English

Talk like a pirate

In this lesson children will:

Suggest words or phrases that are appropriate to the topic.

By the end of this lesson children should know:

Topic words can be retained and recalled for later use or to use in different contexts.

Take part in a ‘Talk like a pirate day’, reading and practising their best pirate voices. Words and phrases to learn might include 'ahoy, avast, aye, bilge rat, grog, black spot, booty, Davy Jones’ Locker, lass, lily-livered and yo ho ho'. Build and practise pirate sentences using these phrases and others they suggest themselves.

Note: Practise some pirate talk together so that children become aware of certain rules such as dropping the ‘g’ and ‘v’ sounds from words. Words become ne’er, e’er, o’er or sailin’, drinkin’, fightin’. Encourage everyone to come dressed as a pirate for the ‘Talk like a pirate day’.

That includes you, me hearty.

25

Science

Floating boats

In this lesson children will:

Sort and group objects that float and sink.

Explore which shapes float by moulding and reshaping a lump of plasticine. First test whether the lump floats, then squash, squeeze and bend the plasticine, moulding it into a variety of shapes, such as sausage, flat and cup shaped, testing and recording at each stage how well the new shape can float.

Note: Children could retest their plasticine rafts on salty water. Is there a difference? Why?

26

History

A pirate's life

In this lesson children will:

Present historical information in a simple non-chronological report, independent writing, chart, structural model, fact file, quiz, story or biography.

Use a range of information books and the web to find out more about famous pirates. Brainstorm their understanding of what a pirate is and learn about the pirate code, clothing and punishment. Make a fact file about a pirate’s life.

Note: Some famous pirates to learn about could include Blackbeard, Calico Jack, Anne Bonny and Henry Morgan. Children could use word processing software to produce a fact file.

27

Art and design

Pirate flags

In this lesson children will:

Use the properties of various materials, such as clay or polystyrene, to develop a block print.

Look at examples of pirate flags, talking about the shapes, patterns and colours used. Design a motif for a pirate flag, choosing colours that would stand out from afar. Make a simple printing block using materials such as card, string, foam or polystyrene tiles. Use their blocks to make single or repeat prints.

Note: Explain that different pirates had unique flags with a different design, although the most well known design was the infamous skull and crossbones. Many pirates designed and used colours as a way to distinguish themselves and to intimidate their victims.

28

Geography

Treasure maps

In this lesson children will:

Draw or read a range of simple maps that use symbols and a key.

Look at real and imaginary treasure maps to identify a range of human and geographical features. Make an imaginary treasure map, adding lots of exciting features and giving them pirate themed names. Include a compass for describing locations and create a simple key. Where is the best place to hide treasure?

Note: Encourage the children to think about the different elements they could include on their map. Features might include forests, sandy beaches, quicksand, a cave, lake, swamp and a mountain range.

29

English

A story of bravery

In this lesson children will:

Identify the sequence of events in a simple text and how items of information are related.

By the end of this lesson children should know:

Events in a story happen in a particular order to make sense.

Events in a story follow on from each other to bring the plot to a climax.

Characters learn and change as a story progresses.

Listen to and read the story of Grace Darling. Retell the story in sequence, reflecting upon her act of bravery and exploring how she might have felt as she rowed across the treacherous sea to the shipwreck.

Note: The RNLI website has a simple animated version of  Grace’s story with a printable version available.

30

English

Sea rescue

In this lesson children will:

Participate in discussions about books, poems and other works. Take on different roles within a group discussion, taking turns and listening to what others say.

By the end of this lesson children should know:

There are different roles for people holding a discussion, such as a leader, scribe, researcher, timekeeper and presenter, which help the group to function effectively.

Look at a range of images of modern day sea rescues. Talk about what they can see and consider how modern day rescues are different from the sea rescues of Grace Darling’s day. Work with a partner to create an oral story about what they see happening. Get ready to tell others about their story.

Note: Make sure the photographs you provide have plenty of detail so that children can pick up clues as to what is happening. This will make children’s descriptions richer and more exciting.

31

English

The role of the RNLI

In this lesson children will:

Answer and ask simple questions about age-appropriate texts that they listen to and those that they read for themselves, explaining and discussing their understanding of books, poems and other material.

By the end of this lesson children should know:

You can ask questions to help you understand the words or content in a text, remember events, find out someone's opinion or share ideas about what will happen next.

Find out about the role of the RNLI. Listen to a presentation from a volunteer or navigate the  RNLI website to source information and facts. Record facts and information on a mind map.

Note: Each group or pairing could research a different aspect of the RNLI. They might choose lifeboats, jobs, history, locations or beach safety. Where needed, children could find answers to a given set of questions.

32

English

Rescue poem

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Think about and collect words that are associated with sea rescues. Brainstorm these together to create a word wall or word bank that would be useful in a rescue poem. Use alliteration to make these words more effective and powerful.

Note: Capture the children’s imagination by watching film footage of sea rescues, then let them write a list of alliterative phrases. Where needed, children could be given word cards to match up.

33

English

Acrostic poems

In this lesson children will:

Write longer sequences of sentences for a range of types of writing, including fiction, non-fiction and poetry, using some age-appropriate conventions.

By the end of this lesson children should know:

Fiction is a story or book about imaginary events and characters.

Non-fiction is a text or book about real facts, people and events.

A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader.

A convention is a characteristic of a type of writing. Different types of writing have different conventions, such as characters and a problem in a story, lists of equipment and a method in instructions and rhyme in some poems.

Use their brainstorms and word banks to create an acrostic poem for the word RESCUE. Consider whether there are any opportunities for alliteration within their poem. Read their poems aloud to others.

Note: Display children’s poems with dramatic pictures of RNLI sea rescues or perhaps contact them to put on their website.

34

Geography

Locating RNLI stations

In this lesson children will:

Name, locate and explain the significance of a place.

Use information gathered from the  RNLI website to locate the UK’s RNLI stations. Identify these locations on maps, which cities they are closest to and in which countries of the UK they are based. Where is their nearest station? Where are the most RNLI stations located and why?

Note: Using maps, children could also plan a route around the UK imagining that they are sailing their own ship. Where would they stop? How far would they go?

35

Design and technology

Making a working lighthouse

In this lesson children will:

Create an operational, simple series circuit.

Find out about lighthouses, looking at examples from Grace Darling’s time and modern lighthouses of today. Make a lighthouse to steer ships away from rocky cliffs and dangerous coves. Experiment with simple circuits to make the lighthouse lamp light up, or use a simple control box such as 'Learn and Go’ to make their light flash.

Note: Encourage the children to make a lighthouse, drawing labelled designs and choosing from a selection of construction materials. Show their models to others and explain how they work.

36

Computing

Programming a ship

In this lesson children will:

Plan and enter a sequence of instructions using a robot, specifying distance and angle of turn.

By the end of this lesson children should know:

Robots can be programmed to follow a series of instructions using algorithms.

Use a floor robot to navigate around a large scale map drawn on the school playground. Can they prevent their ship from crashing and wrecking on the rocks?

Note: Where their ship wrecks, revise their programming to debug. This can be extended to navigate around rockier coastlines and other obstacles such as the pirates’ swamp and smugglers’ caves.

37

History

The life of Grace Darling

In this lesson children will:

Use historical models to make judgements about significance and describe the impact of a significant historical individual.

Work in groups to act out a scene from the life of Grace Darling or one of the significant explorers, showing one of their dramatic adventures on the seas and their historical impact. Use a simple script and make use of props, costumes or music to enhance the atmosphere. Film the finished work to share with an audience.

Note: Dramatic scenes could include the rescue of shipwrecked survivors by Grace Darling and her father. Use pictures to revisit some of the events of the most exciting stories from the project.

38

English

Step 1

In this lesson children will:

Identify the main facts or events in simple texts.

By the end of this lesson children should know:

Highlighting question words, such as 'who', 'what', 'when' or 'where' helps you to know whether the answer will be a character, event, thing, time or place.

Highlighting key topic words in a question and then highlighting them within the text can help you to retrieve information quickly.

What is Captain Longbeard telling us? Can you understand him? Let’s read and make sense of it!

39

English

Step 2

In this lesson children will:

Check that age-appropriate texts they can already read and those they listen to make sense to them, drawing on what they already know or on background vocabulary provided by the teacher. Confidently correct inaccurate reading.

By the end of this lesson children should know:

Given information can support you in your understanding of a text.

The meaning of topic words and useful information can be taught before a text is read.

Treasure? Here in the school grounds! Let’s look at the map Captain Longbeard left us. What can we see? Where do you think the treasure is hidden? Does X mark the spot?

40

PSHE and RHE

Step 3

In this lesson children will:

Demonstrate that they can share opinions and feelings and explain views through discussions with one other person and the whole class.

By the end of this lesson children should know:

People have different opinions, feelings and views. It is important to be able to express these views, as well as being respectful of others, to have successful relationships.

Let’s dress as pirates! What do pirates wear? A hat, an eye patch, or perhaps a stripy top! What are you going to wear? Plan your outfit for the treasure hunt.

41

Geography

Step 4

In this lesson children will:

Draw or read a range of simple maps that use symbols and a key.

We’re all dressed up and ready to go! Let’s follow the map. Can we spot any clues?

42

PSHE

Step 5

In this lesson children will:

Describe the role that money plays in people’s lives, including sources of money, how to keep money safe, choices about spending or saving money and what influences those choices.

By the end of this lesson children should know:

Money plays an important role in people's lives. People earn money by having a job and spend money on housing, food and entertainment. Many people have a bank account where their money is kept safe.

Captain Longbeard has been careless and dropped some coins along the way! Look out for them – how much money has he dropped?

43

Computing

Step 6

In this lesson children will:

Use computing hardware in different ways to collect data.

By the end of this lesson children should know:

Hardware, such as cameras, scanners and data loggers, can be used to collect data.

Don’t forget to record your adventure using a camera or tablet.

44

Design and technology

Step 7

In this lesson children will:

Select the appropriate tool for a task and explain their choice.

Okay, so we’ve found where X marks the spot! What shall we use to dig? Can we find the treasure?

45

PSHE and RHE

Step 8

In this lesson children will:

Demonstrate that they can share opinions and feelings and explain views through discussions with one other person and the whole class.

By the end of this lesson children should know:

People have different opinions, feelings and views. It is important to be able to express these views, as well as being respectful of others, to have successful relationships.

What’s inside? A message? Treasure? Coins or jewels? What have you found?

46

English

Step 9

In this lesson children will:

Participate in discussions about books, poems and other works. Take on different roles within a group discussion, taking turns and listening to what others say.

By the end of this lesson children should know:

There are different roles for people holding a discussion, such as a leader, scribe, researcher, timekeeper and presenter, which help the group to function effectively.

Let’s take our treasure back to the classroom and talk about what we’ve found. What should we do with it?

47

English

Step 10

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Let’s write to Longbeard and tell him what we are going to do with the treasure. Remember to write in ‘pirate speak’!

48

English

Step 11

In this lesson children will:

Ask relevant questions and give relevant answers in different contexts.

By the end of this lesson children should know:

Asking questions connected with what you are learning about can help you to get more information or gain a deeper understanding.

A relevant answer stays on topic and addresses all parts of the question that has been asked.

Question words can be included within statements.

Questions can begin with words other than question words, such as being, doing and having verbs.

Who is that coming through the door? It’s Longbeard! Quick, what should we do?

49

English

Step 12

In this lesson children will:

Speak clearly, audibly and fluently while remaining on topic.

By the end of this lesson children should know:

To speak clearly, it is important to say each word accurately, taking care to pronounce each part of the word.

Listening to how other people say words can help you with your pronunciation.

Speaking fluently means speaking accurately at an appropriate speed without lots of unnecessary pauses.

Appropriate intonation helps you to be understood and speak fluently.

Intonation is how your voice rises and falls when you speak.

Tell him what we are going to do with the treasure. Don’t worry, I’ve heard he’s a friendly pirate!

CONGRATULATIONS! You have completed your Innovation Challenge.

50

English

Sailing trip around the UK

In this lesson children will:

Ask relevant questions and give relevant answers in different contexts.

By the end of this lesson children should know:

Asking questions connected with what you are learning about can help you to get more information or gain a deeper understanding.

A relevant answer stays on topic and addresses all parts of the question that has been asked.

Question words can be included within statements.

Questions can begin with words other than question words, such as being, doing and having verbs.

Look at large scale maps of the UK and plan a sailing trip around the coast. Decide where they might dock, making a list of the most intriguing place names. Search the web to find pictures of the places chosen and talk about what they can see there. Discuss the pictures with a partner and decide whether it looks like a good place to drop anchor.

Note: Some children could be given specific locations to find and look at. Examples might include Whitby, Portsmouth, Plymouth, Hull, Cardiff, Grimsby, Folkstone, Dover, Liverpool, Cromer, Bournemouth and other significant coastal towns and ports.

51

English

Reading postcards

In this lesson children will:

Identify the main facts or events in simple texts.

By the end of this lesson children should know:

Highlighting question words, such as 'who', 'what', 'when' or 'where' helps you to know whether the answer will be a character, event, thing, time or place.

Highlighting key topic words in a question and then highlighting them within the text can help you to retrieve information quickly.

Read a postcard from one of the suggested locations from a sailor describing what they have seen and done as they have docked there. Read the postcard together to see if it can be improved by making verbs and adverbs more exciting.

Note: For example, ‘I walked down to the harbour to see the ships’ could be ‘I strolled slowly down to the harbour to see the ships’. Read a range of different postcards collected from family members and friends. What kind of things do people say in postcards?

52

English

Greetings!

In this lesson children will:

Write down or say aloud what they want to write about before beginning, including ideas and new vocabulary.

By the end of this lesson children should know:

Planning is jotting simple words and phrases to remind you what you want to write about.

Planning can help turn your ideas into sections or sentences.

Key vocabulary that you want to include can be noted before you write.

Choose a location from those given or chosen. Look at a range of aerial and photographic images of a favourite place. Imagine being there and deciding to write a postcard to a friend or family member at home. Plan what they would like to say, referring back to the photographs and images for ideas.

Note: Model ideas for good opening sentences that grab the interest of the reader, such as ‘Greetings from sunny Grimsby.’

53

English

Finishing our postcards

In this lesson children will:

Write longer sequences of sentences for a range of types of writing, including fiction, non-fiction and poetry, using some age-appropriate conventions.

By the end of this lesson children should know:

Fiction is a story or book about imaginary events and characters.

Non-fiction is a text or book about real facts, people and events.

A poem is written in separate lines that sometimes end in a rhyme. The words are chosen because of how they sound and the images they create for a reader.

A convention is a characteristic of a type of writing. Different types of writing have different conventions, such as characters and a problem in a story, lists of equipment and a method in instructions and rhyme in some poems.

Write their postcards in their best handwriting, paying attention to grammar, punctuation and spelling. Write their own or a friend’s address for sending. Use either a downloaded image of the location or a drawing to illustrate the front.

Note: Let’s look at our postcards Have we used the right punctuation? Focus on ? , . ! symbols. Children could write emails requesting permission to dock or to book accommodation for overnight stops.

54

English

Reading aloud

In this lesson children will:

Read their writing aloud clearly, audibly and with appropriate intonation to make the meaning clear.

By the end of this lesson children should know:

Intonation is how your voice rises and falls when you speak. Appropriate intonation helps you to be understood. When you see a question mark, raise the pitch of your voice in expectation of an answer. When you see an exclamation mark, adjust your voice to express an emotion.

Read their postcards aloud to others in the group and evaluate what they have done well and what could be improved. Answer questions such as ‘Was the presentation clear enough? Was there a good opening sentence?’

Note: Record children reading their postcards aloud and play them back for them to listen to.

55

PSHE and RHE

Sharing our learning

In this lesson children will:

Demonstrate that they can share opinions and feelings and explain views through discussions with one other person and the whole class.

By the end of this lesson children should know:

People have different opinions, feelings and views. It is important to be able to express these views, as well as being respectful of others, to have successful relationships.

Hold an open morning for parents to share everything that they have learned throughout the project. Plan what they would like to draw, say, share or read for the special gathering.

Note: Children could prepare ship shaped biscuits, sing a sea shanty and teach parents how to talk like a pirate.

56

Design and technology

Maritime museum

In this lesson children will:

Explain how closely their finished products meet their design criteria and say what they could do better in the future.

Help to make a maritime museum in the classroom, displaying all of the artefacts made throughout the project. Take a photograph of their model and write a simple evaluation about their design. Explain how they might change it next time.

Note: Display a range of model boats alongside the children’s creations and encourage them to describe to an adult the similarities and differences between them.

57

Computing

My favourite part

In this lesson children will:

Create and edit multimedia components for a range of tasks.

By the end of this lesson children should know:

Multimedia components, such as text, images, audio and video clips, can be created, edited and combined to create content for a range of tasks.

Make a single presentation slide, using PowerPoint, Keynote, Google Slides or similar, about their favourite part of the project. Include a sentence or sentences explaining what they learned and why they enjoyed this particular aspects of their project work, such as a recording of their sea shanty, video clips of their pirate adventure and photographs of their pirate activities.

Note: Encourage children to talk to others and to the whole class about what they enjoyed most about their project work and why.

58

Music

Performance time

In this lesson children will:

Sing simple songs and chants with a sense of melody and shape.

By the end of this lesson children should know:

A melody is a succession of notes arranged to create a musical shape and is the dominant tune of the composition. The shape of music is the direction of the music through structure, dynamics and expression.

Perform their learned sea shanty or traditional sailor song to an invited audience of parents or peers, singing with confidence as part of a group or ensemble. Remember to coordinate their actions along with the song.

Note: Provide the lyrics so that invited guests can join in, asking the children to demonstrate the actions to others.

59

PSHE and RHE

Captain's deck

In this lesson children will:

Construct and follow group, class and school rules and understand how these rules help individual pupils and the school community.

By the end of this lesson children should know:

Rules are needed to help people live and work together safely and effectively. They should be decided on and agreed to as a group. They involve how people should behave, treat other people, treat other people's possessions and keep themselves and their environment safe and clean.

Join in with playground games, such as ‘Captain’s deck’, which involve positional language including north, south, east and west. Follow directions, such as ‘Run to the Captain’s right’ or ‘Run to the Captain’s left’ and ‘Skip to the north of the ship’ and ‘Hop to the east of the ship’. Follow the rules to the games and play safely, giving room to others.

Note: Allow children turns at shouting the Captain’s orders. Other actions such as ‘Scrub the deck’ or ‘Climb the rigging’ can be added in between commands.