Curriculum Overview
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Lesson |
Subject |
Lesson Title |
Skill |
Core Knowledge |
Lesson Brief |
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1 |
English |
Meeting Cruella de Vil |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations. |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
It’s time for your class to meet one of the world’s most evil women, the unashamedly wicked Cruella de Vil. Find a willing volunteer to wear Cruella’s black and red outfit, complete with white fur coat draped around the shoulders. Watch how she snaps and sneers, heckles and jeers, what a villainous villain she is. Listen to and lament Cruella’s terrible tales of dalmatian entrapment. What gruesome and wicked desires she has. Ask questions to interrogate her. How is she planning to get hold of those cute dalmatians and – if you can bear it – what does she want to do with them? |
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2 |
English |
Cruella's character |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations. |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
Listen to the song, Cruella De Vil, from the original One Hundred and One Dalmatians (1961) animated film, or the more contemporary version of the song by Selena Gomez. Analyse the lyrics and discuss with a partner what kind of character Cruella is, highlighting descriptions of her appearance and behaviour. Work as a class to build up a character profile for Cruella, writing descriptions of her attributes, behaviour and appearance. Note: Project an image of Cruella de Vil onto the IWB to inspire the children’s thinking. |
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3 |
English |
I worship furs! |
In this lesson children will: Draw inferences, such as inferring characters' feelings, thoughts and motives from their actions, supported by some evidence from the text. |
By the end of this lesson children should know: Inferences can be supported by evidence from the text. Evidence of characters' feelings, thoughts and motives can be inferred from their actions, expressions and speech. For example, a character who is feeling angry might stomp, scowl and shout. |
Scan the novel, The Hundred and One Dalmatians by Dodie Smith. Find memorable quotes from Cruella de Vil. Write down the things she says that support what they think about her character. Share their findings with the class. Note: Possible quotes include: ‘I worship furs. I live for furs! That’s why I married a furrier.’ ‘Hang them, suffocate them, drop them off the roof – good gracious, there are dozens of lovely ways. I only wish I’d time to do the job myself.’ |
|
4 |
English |
Making notes |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. Core knowledge |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Make notes about Cruella de Vil under the headings: personality, appearance, occupation, goals, allies, minions, enemies, weapons, likes and dislikes. Use a range of sources to inspire creative thinking, including clips from the original animation and excerpts from the novel. Note: Tell the children that they will later use their notes and ideas to write a biographical article about Cruella de Vil, which will be published in ‘Bad Chat’, a gossip magazine for villains. |
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5 |
English |
Cruella's biography |
In this lesson children will: Begin to group related ideas into paragraphs. |
By the end of this lesson children should know: A paragraph is a way of grouping sentences about the same idea. Texts are organised into paragraphs. A new paragraph begins on a new line. Sometimes paragraphs are separated by leaving a blank line between them; other times, paragraphs are indented. |
Find and examine examples of biographical articles in real gossip magazines. Note how they often begin with an introductory paragraph about the featured celebrity before asking probing questions. Use their notes and ideas to write a short biographical paragraph about Cruella de Vil in this format. Include follow up questions, probing Cruella about her views on and plans for the dalmatians. Note: Children could create their gossip magazine using presentation software. They can search for and download images from the web or add drawings to illustrate their articles. |
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6 |
Music |
Performance practice |
In this lesson children will: Use their voice in different ways, including using a loud or soft voice, and identify simple repeated patterns. |
By the end of this lesson children should know: The voice can be used to create notes of different pitches, durations and dynamics (loudness) to add interest to the music by highlighting certain lyrics or creating different moods. |
Listen to the Selena Gomez version of the song Cruella De Vil. Sing the melody and learn the words by heart, practising regularly so that they can perform it later in the project. Listen closely to how Selena Gomez uses her voice to emphasise certain words and phrases – practise doing the same for effect. Copy the rhythmic clapping pattern that starts the song and continue throughout to keep the rhythm. Note: You can buy an online backing track to make the song more exciting for the children to sing along to. Project the words onto an IWB and ask the children to stand up and sing. Explain that standing will improve their posture and projection. Practise the song throughout the project, building up to a performance in the Express stage. |
|
7 |
Design and technology |
Sock puppets |
In this lesson children will: Plan which materials will be needed for a task and explain why. |
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Make a simple sock puppet of either Cruella de Vil or the dalmatian hero, Pongo. Take an old sock (making sure it has been washed thoroughly beforehand) and place their hand inside with their fingers in the toe and their thumb in the heel. Practise moving the puppet to mimic a mouth. Choose from a range of materials and use a needle and thread to sew on eyes, nose, lips, hair and other features. Make their different puppets have conversations. Note: You will need socks that are the right colours for Cruella and Pongo, or you can ask the children to bring in old socks of their own. They will also need a needle and thread, craft glue for attaching hair, buttons, felt, scissors and wool. Children can use their puppets to create dialogue between the two characters. Children could also use the Sock Puppets app to design animated sock puppets, props and backgrounds. The sock puppets will also lip-sync the children’s recorded dialogue. Model the safe use of sewing equipment. |
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8 |
Music |
Musical appreciation |
In this lesson children will: Listen and respond to pieces of music written around the same theme. |
By the end of this lesson children should know: Features of music that can be listened and responded to include the musical instruments used, the rhythms, dynamics, tempo and timbre. These features may be similar in music written around the same time period or theme. |
Listen carefully to Dr John’s version of the song, Cruella De Vil. Compare the musical differences between this and the Selena Gomez version of the song, explaining which instruments they can hear in each. Listen to the tempo of each piece, thinking about which is the fastest, most upbeat or dynamic. Describe the feelings associated with each piece and decide which version is scarier, the most fun, or the most unusual. Explain which one they would enjoy singing most and why. Note: In the Selena Gomez piece, children should be able to identify pop and rock style instruments, such as electric guitars, drums, strings, bass guitar and glockenspiel. The Dr John version involves more brass instruments, piano, clarinet and acoustic guitar. |
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9 |
Design and technology |
Flip books |
In this lesson children will: Develop design criteria to inform a design. |
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Make a simple flip book animation on the theme of The Hundred and One Dalmatians. Think carefully about what their animation will show – a pup’s tail wagging, Cruella winking, or maybe Pongo barking. Plan what will go in each frame, changing each image only slightly from the one that came before. Produce and number at least 25 pages to get a good animation effect. Clip their flip book together, using bulldog clips or split pins, once all of their frames are complete. Animate their pictures by flicking the pages. Note: A flip book is a book with a series of pictures that vary gradually from one page to the next, so that when the pages are turned rapidly, the pictures appear to move. |
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10 |
English |
Bonnie and Clyde |
In this lesson children will: Ask and answer open and closed questions to extend their understanding and knowledge. |
By the end of this lesson children should know: A closed question has a limited number of answers to choose from, such as 'yes' or 'no', and the answer is not developed. An open question cannot be answered with 'yes' or 'no' and requires a developed response because there is more than one answer. |
Watch a presentation or animation that tells the background story of the villainous couple Bonnie and Clyde. Talk in groups about the story, recalling important facts about the characters’ lifestyle and things that they did. Gather words and phrases that they think might describe Bonnie and Clyde’s characters. Write them on sticky notes and share them with the group. Note: There are many short films and documentaries about Bonnie and Clyde available to watch or download from the web. Alternatively, you might like to create your own version of events using presentation software, such as PowerPoint. Make sure you check the content first, as some may be too graphic to show to children. |
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11 |
English |
Exploring poetry |
In this lesson children will: Listen to, read independently and discuss a range of fiction, poetry, plays, non-fiction and reference books, making enthusiastic and positive contributions in turn that show their understanding. |
By the end of this lesson children should know: A play is a story that is written to be performed. A reference book is a book of facts, such as a dictionary, atlas or encyclopedia, that is used to find out a specific piece of information. Readers have different opinions of books, which they can share with others. |
Read the poem, The Story of Bonnie and Clyde, which was written by Bonnie Parker when she was on the run. Talk about the poem, highlighting any words and phrases that they do not understand. Use a dictionary to find the meanings of the words and phrases, then substitute them with more contemporary words. Discuss what the poem says about Bonnie’s character and attitude to the crimes that she and Clyde committed. Consider how the poem compares to the lyrics of the song and explain their similarities and differences. Note: Bonnie wrote many poems. She wrote this one while on the run from the law and gave a copy to her mother a few days before she was killed. |
|
12 |
English |
Slang words |
In this lesson children will: Check that longer texts make sense to them and talk about what they have read independently and important or new vocabulary. |
By the end of this lesson children should know: Longer texts can be difficult to follow. Talking about a book as you read, taking notes, drawing a storyboard or giving summaries can help you to make sense of the text. Classroom displays or individual word books can help you to retain the meaning of new vocabulary. |
Use the web to research the meaning of slang words, dialogue and phrases that were popular in the 1920s and 30s. Write the meaning of each word or phrase to create a Bonnie and Clyde dictionary. Note: Provide children with a range of phrases from the 1920s and 30s, such as 'rhatz, soup job, beef, attaboy, let’s blouse, bee’s knees, phonus balonus, big cheese, scram, caper, swell, moll and sitting pretty'. Children could watch excerpts and listen to dialogue from the children’s film, Bugsy Malone, which is set in the 1920s. Can they tell what characters are saying to each other? Do they recognise any of the words and phrases from their dictionaries? |
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13 |
English |
Imaginary conversations |
In this lesson children will: Orally rehearse and write sentences, making some choices about vocabulary and sentence structure. |
By the end of this lesson children should know: Teacher modelling can help you to see the process of building sentences. Writing and editing on a whiteboard or in a draft book can help you to improve a sentence by replacing generic words for precise vocabulary choices and varying sentence structure. |
Use their collected words and phrases from the 1920s to create an imaginary conversation between Bonnie and Clyde. Read their conversations out loud to make sure that they make sense and that they have used words in the right context. Note: Children should work in pairs for this activity so that they can take on the roles of the two characters when reading aloud. Each pair should evaluate how their conversation sounds and decide whether the tone is authentic before sharing it with the group. Can anyone do an American accent? |
|
14 |
English |
The Bank Robbery |
In this lesson children will: Create settings, characters and plots in narratives, using inverted commas to punctuate direct speech. |
By the end of this lesson children should know: A setting is a place where things happen in a story. A character is a person, animal or thing that speaks or does something in a story. A plot is what happens in a story. Narrative fiction can have more than one setting and plot. Simple narrative fiction often starts by describing the setting, introducing a character or characters then relaying events. Direct speech is a sentence or sentences relaying the exact words that someone has spoken. Inverted commas (' or ") are used to indicate direct speech. |
Write a short narrative called The Bank Robbery, starring the characters Bonnie and Clyde. Include dialogue using their 1920s words, phrases and sentences. Organise their short stories into a beginning, middle and an ending, deciding whether the robbers get away with it or not. Note: Model how to present dialogue in a short narrative using speech marks. You may also want to model different ways of writing ‘said’ to make their dialogue more exciting. |
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15 |
PSHE |
The most villainous |
In this lesson children will: Relate appropriately to a wide range of positive and negative feelings in others. |
By the end of this lesson children should know: People may experience positive and negative feelings and it is important to relate appropriately to others' feelings. |
Discuss what they think being a ‘villain’ means and make a list of their top 10 fictional villains. In groups, find out more about a chosen villain, reflecting on how their actions affect others. Consider what characteristics make them so villainous. Debate which character is the most villainous, presenting their views and opinions. After debate, order each villain on a ‘vile villains’ scale of 1–10. Note: You could provide a list of fictional villains for the children to choose from. How about Darth Vader, Scar from The Lion King or Lord Voldemort from the Harry Potter novels? You might include characters whose villainous credentials are debatable, for example Robin Hood or Tom from the Tom and Jerry cartoons. |
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16 |
Music |
Exploring lyrics |
In this lesson children will: Listen and respond to pieces of music written around the same theme. |
By the end of this lesson children should know: Features of music that can be listened and responded to include the musical instruments used, the rhythms, dynamics, tempo and timbre. These features may be similar in music written around the same time period or theme. |
Listen to The Ballad of Bonnie and Clyde by Georgie Fame and the Blue Flames. Read the lyrics and discuss how effectively they tell important parts of the story. Consider how the music presents the characters. Does it make them sound villainous or heroic? Note: To extend further, children could work in groups to explore new versions of the song. They could change the melody, rhythm or tempo of the original song to make it sound more villainous, using their voices or music editing software, and evaluate the effectiveness of their work. |
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17 |
Music |
Changes in pitch |
In this lesson children will: Recognise and describe sounds and changes in a piece of music using musical vocabulary. |
By the end of this lesson children should know: Specific terms can be used to describe the sounds and changes in a piece of music, including pitch (high or low), timbre (sound quality), dynamics (loudness) and tempo (speed). |
Listen again to The Ballad of Bonnie and Clyde and explore different ways of showing how the melody moves between low and high notes. Move their hand up and down whilst listening to show the pitch moving higher and lower. Draw a pencil line along a length of wallpaper to show how the pitch changes throughout the song. Write two lines from the song’s lyrics on the bottom of a piece of graph paper. Draw a line in the centre of the page to indicate the baseline starting note. Listen closely for the chosen lines whilst the song plays. Each time the pitch changes, either higher or lower, add a dot above or below the line to show which direction they hear a change. Join the dots to create a trace that looks like a heart monitor reading. Share their reading with the group to see if others heard the music in the same way. Note: This can be quite tricky and children may find it easier to complete this exercise if they sing the lyrics slowly and in groups, or as a class. Give children confidence by telling them that there is no right or wrong in this exercise, as we all hear music differently. Once they have got the hang of the technique, try it with other songs that have a villainous theme. |
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18 |
PSHE |
Real life scenarios |
In this lesson children will: Recognise that people experience conflicting emotions that they might need to acknowledge, act on or overcome. |
By the end of this lesson children should know: People may feel a mixture of emotions about an event or thing and find these opposite emotions hard to manage. For example, they may feel very worried and excited at the same time about trying something new. Finding the reasons behind these conflicting emotions, refraining from acting on impulse and seeking help from friends, family or professionals can help people to make good decisions. |
Think about whether they could ever be tempted to act in a villainous way? Choose a card that describes real life scenarios, which can be resolved in either a villainous or heroic way. Work as a class to discuss who would do what in each of the scenarios and why. Talk about whether there is ever any excuse or reason for acting in a villainous way, describing ways of resisting negative peer pressure in everyday situations. Note: Provide scenario cards that ask the children what they would do in certain circumstances, such as finding £5 in the street or seeing someone being bullied in the playground. |
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19 |
Music |
Graphic scores |
In this lesson children will: Listen and respond to pieces of music written around the same theme. |
By the end of this lesson children should know: Features of music that can be listened and responded to include the musical instruments used, the rhythms, dynamics, tempo and timbre. These features may be similar in music written around the same time period or theme. |
Listen to a range of villainous music in films, including the theme for Darth Vader in Star Wars, the shark in Jaws, or the Wicked Witch of the West in The Wizard of Oz. Listen carefully and describe how the sounds are used or arranged to make the character appear more villainous. Work individually to draw a representation of what they can hear, using shapes, lines and symbols (graphic score). Note: Miss Gulch’s bike ride in The Wizard of Oz is a good example to start with. Model this with the children and ask them to think about different symbols that could be used to represent each sound. Challenge the children to work in groups and create a graphic score for a piece of music. |
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20 |
English |
Who am I? |
In this lesson children will: Ask and answer open and closed questions to extend their understanding and knowledge. |
By the end of this lesson children should know: A closed question has a limited number of answers to choose from, such as 'yes' or 'no', and the answer is not developed. An open question cannot be answered with 'yes' or 'no' and requires a developed response because there is more than one answer. |
Look at images and illustrations of fictional and real life heroes and heroines. Name them and talk about their special qualities. Join in with a game of ‘Who am I?’, taking turns to sit in the hot seat while others ask probing questions that can only be answered ‘yes’ or ‘no’. Note: Use heroes and heroines that are easy to recognise. The better the children know the hero, the better they will be able to play the game. Sporting heroes, superheroes, religious and historical figures are good for this activity. |
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21 |
English |
Exploring riddles |
In this lesson children will: Explain the meaning of words based on the context, using a dictionary where appropriate. |
By the end of this lesson children should know: A dictionary is a book or website that lists the words of a language with their meanings in alphabetical order. Contextual clues, such as the content and sentence structure, can be used to help you identify word meanings. |
Find out what the word ‘riddle’ means. Make a list of the different ways that riddles are used, such as in greeting cards, games, jokes, puzzles or for fun. Work in groups or pairs to read some simple riddles. Guess and record their answers, then share them with the group, explaining which were the most difficult to solve. Note: Model ways of solving riddles by looking at their literary features, including word play, humour and rhyme. Start with a simple riddle, such as ‘What has a neck but no head? (A bottle) What gets wetter as it dries? (A towel) What type of cheese is made backwards? (Edam)'. There are hundreds of examples to choose from. |
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22 |
English |
Choosing a hero |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Choose a hero or heroine to write a riddle about. Brainstorm and write down everything that their hero or heroine does (verbs) and what they look like (adjectives). Place an image or a drawing of their hero or heroine in the centre of a large A3 sheet then fill the space with their words. Colour code the words to show whether they are verbs or adjectives. Note: This activity helps the children think about all the words, phrases and expressions they can use in their riddle. Ask them to share their ideas with the group and compare notes. |
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23 |
English |
Searching for synonyms |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Choose three or four words from their brainstorm that best describe their hero or heroine. Use a thesaurus to look for synonyms that could replace their words. Pick words that are unusual or unexpected to make their riddle harder to solve. Note: Searching for synonyms will help the children create more interesting descriptions in their riddles. Before they work independently, make sure that all children know how to use a thesaurus. Take them through some example searches. |
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24 |
English |
Writing our riddles |
In this lesson children will: Orally rehearse and write sentences, making some choices about vocabulary and sentence structure. |
By the end of this lesson children should know: Teacher modelling can help you to see the process of building sentences. Writing and editing on a whiteboard or in a draft book can help you to improve a sentence by replacing generic words for precise vocabulary choices and varying sentence structure. |
Look at and read examples of more complex ‘Who am I?’ riddles to see how similes are used. Write sentences about their hero or heroine that include a simile, then share their ideas with a writing partner. Use a simple writing frame to write a four line ‘Who am I?’ riddle about their hero or heroine. Note: A simple writing frame will help children to structure their ideas. Here’s an example: I am ……, ……, and …… (list 2 or 3 adjectives) And I (include a simile here) I (something that they do) Who am I? For more complex riddles, children can explore how words are ordered to make more complicated and puzzling sentences. ‘I am brave, fearless and helpful’ could become ‘helpful, fearless and brave am I’. |
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25 |
Computing and RHE |
Comparing historical heroes |
In this lesson children will: Use digital technology in different ways in the classroom, home and community. |
By the end of this lesson children should know: Digital technology can be used for a range of purposes in different settings, such as using a tablet in the classroom to access educational material, in the home to access entertainment and in the community to share local news. |
Look at photographs and images of historical heroes and heroines. Identify who they are and search the web to find out when they lived and on what date they died. Collect and compare dates with the group to make sure that they are consistent. Put the heroes and heroines in order on a timeline. Note: Heroes and heroines could include: Joan of Arc, Florence Nightingale, Mahatma Gandhi, John Lennon, Amelia Earhart, Rosa Parks, Mother Teresa, Martin Luther King, Mary Seacole, Amy Johnson, Boudicca, Harriet Tubman, William Wilberforce or Neil Armstrong. Before you reveal the names of the heroes and heroines, ask the children to look for clues that might tell them when they were alive, such as what they are wearing and the setting. |
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26 |
PSHE |
Collecting information |
In this lesson children will: Relate appropriately to a wide range of positive and negative feelings in others. |
By the end of this lesson children should know: People may experience positive and negative feelings and it is important to relate appropriately to others' feelings. |
Choose a historical hero or heroine that they are interested in and find out more about them. Research why they are a hero or heroine and what they did that had a positive impact on others or changed history. Note: Children could create a scrapbook about their hero or heroine. You can display the scrapbooks so that children can read and share each other’s work. |
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27 |
Art and design |
Clay work |
In this lesson children will: Create a 3-D form using malleable or rigid materials, or a combination of materials. |
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Look at examples of busts that were created to commemorate famous and significant people. Sketch, design and use clay to make a bust of their hero or heroine. |
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28 |
Music |
Composing lyrics |
In this lesson children will: Play or sing a part with increased control, fluency, expression and accuracy on tuned and untuned instruments. |
By the end of this lesson children should know: Control in music can include breath control, where singers ensure that they have enough breath to sing to the end of phrases, or control of a musical instrument, such as using bow strokes correctly when playing the violin. To sing or play accurately, the pitch, rhythm and dynamics of notes should match the intent of the musical score. |
Work in pairs or small groups to write lyrics to the tune of a familiar nursery rhyme or song about a hero or heroine. Use fun, relevant and rhyming words to make their lyrics interesting. Keep lyrics short and punchy to make them memorable. Practise singing their song without looking at the lyrics.
Note: Good songs to use as a starting point include Twinkle, Twinkle Little Star; Heads, Shoulders, Knees and Toes; Robin Hood or Wind the Bobbin Up. As an example, to the tune of Heads, Shoulders, Knees, and Toes, sing: ‘Martin Luther had a dream, had a dream. Martin Luther had a dream, had a dream, that everyone would be treated just the same, Martin Luther was his name, was his name.’ |
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29 |
Music |
Songs about heroes and heroines |
In this lesson children will: Listen and respond to pieces of music written around the same theme. |
By the end of this lesson children should know: Features of music that can be listened and responded to include the musical instruments used, the rhythms, dynamics, tempo and timbre. These features may be similar in music written around the same time period or theme. |
Download and listen to a range of popular songs on the theme of heroes and heroines. Express an opinion on which songs they like or dislike. Write a review of the songs and give them a star rating from one to five. Make sure that they describe the sounds in a way that will help someone thinking of buying one to make their decision. Note: Songs the children could review include: Holding Out for a Hero by Bonnie Tyler (or the version from Shrek); We Don’t Need Another Hero by Tina Turner; Wind Beneath My Wings by Bette Midler; Heroes by David Bowie; Hero by Mariah Carey or Hero by Enrique Iglesias. |
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30 |
English |
Good vs bad |
In this lesson children will: Listen to, read independently and discuss a range of fiction, poetry, plays, non-fiction and reference books, making enthusiastic and positive contributions in turn that show their understanding. |
By the end of this lesson children should know: A play is a story that is written to be performed. A reference book is a book of facts, such as a dictionary, atlas or encyclopedia, that is used to find out a specific piece of information. Readers have different opinions of books, which they can share with others. |
Read, listen to and join in with fairy tales, including those with alternative endings and those which put a contemporary twist on an old story. Discuss how the writer has changed the original version and say which they prefer. Respond to comprehension questions about the new versions and share their answers. Note: You could show children a presentation about the history and origins of fairy tales, then ask them questions to assess their comprehension. Explain to the children that most fairy tales involve a battle between good and bad – heroes vs villains. |
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31 |
English |
Moral issues |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Read a favourite traditional tale and begin to think about the moral issue it presents to the reader. Work as a class to make an ideas map that shows different ways the original tale could be changed. Put ideas under the headings: characters (the heroes and villains), setting and outcome. Remember, their female character doesn’t have to be a princess and her admirer doesn’t have to be a handsome prince. Note: Introduce the word ‘moral’ and ask children what they understand about the concept. Work together to explore the moral of a traditional tale, then ask the children to find and articulate one on their own or in groups. |
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32 |
English |
Alternative fairy tales |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Choose a favourite traditional tale and make a map to plan an alternative version. Develop and update their ideas for characters to make them into believable, contemporary figures. Think about where they might set their fairy tale. Perhaps it could be set in a large city or a shopping centre? Note: Remind the children that by setting their fairy tale in the modern world, their characters can access modern technology. It can add an exciting element to their story. How about Hansel and Gretel using satnav, or the prince calling Cinderella on his smartphone? |
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33 |
English |
Thinking imaginatively |
In this lesson children will: Create settings, characters and plots in narratives, using inverted commas to punctuate direct speech. |
By the end of this lesson children should know: A setting is a place where things happen in a story. A character is a person, animal or thing that speaks or does something in a story. A plot is what happens in a story. Narrative fiction can have more than one setting and plot. Simple narrative fiction often starts by describing the setting, introducing a character or characters then relaying events. Direct speech is a sentence or sentences relaying the exact words that someone has spoken. Inverted commas (' or ") are used to indicate direct speech. |
Consider using a writing frame to help plan the beginning, middle and ending of their story. Think imaginatively about how to change the original and talk through their ideas with a writing partner. Note: Tell the children that, unlike most traditional fairy tales, their alternative version doesn’t have to finish with ‘... and they lived happily ever after.’ Read examples of the children’s writing as it develops and give them encouragement. |
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34 |
English |
Class anthology |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing. |
Finish their stories and make sure that they have a strong ending – a funny or surprising twist in the tale, perhaps? Read their fairy tales to a younger audience. Note: Encourage the children to practise reading their stories aloud in an expressive, confident way. They could draw pictures to illustrate their stories and collect them in a class anthology of not so traditional fairy tales. |
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35 |
PSHE |
Pay it forward |
In this lesson children will: Relate appropriately to a wide range of positive and negative feelings in others. |
By the end of this lesson children should know: People may experience positive and negative feelings and it is important to relate appropriately to others' feelings. |
Explore the concept of 'pay it forward’, which is doing a good deed for someone else in response to something good being done for you. Discuss what would happen if everybody in the class did a good deed for someone else in school and in return those people then did a good deed for someone else. Consider what might happen and what the impact would be. Try it out for a day, to see what happens and how it feels. Note: For example, if someone offered to help them tidy up the books on the bookshelf, they might in turn help somebody else tidy up the Lego. |
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36 |
PSHE |
Creating a positive ethos |
In this lesson children will: Demonstrate ways to resolve differences. |
By the end of this lesson children should know: There are many ways to resolve differences with others. These include looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices. |
Make a list of suggestions about how to create a more positive ethos at school. Discuss the ideas raised and take a vote to select the top three suggestions. Write a letter to the school council to present the ideas. Note: Votes could be taken using a show of hands or a ballot box. |
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37 |
Music |
Rhythmic skills |
In this lesson children will: Identify a pulse in a piece of music, realising that two, three, four or more beats to the bar can be counted. |
By the end of this lesson children should know: Music is written in bars, with a set number of beats per bar. Time signatures tell musicians how many beats are in a bar. The time signature 4/4 shows that there are four crotchet beats in a bar, 3/4 shows that there are three crotchet beats in a bar and 2/4 shows that there are two crotchet beats in a bar. In a bar, the beats receive the main pulse of the music and they can be played, clapped, counted or conducted. |
Develop their rhythmic skills by clapping out a range of given rhythm patterns. Follow musical notation that indicates when to clap and when to pause. Be observant, watching others in the group to help them keep time. Work in small groups to create their own rhythm patterns, recording them using symbols ♪ and ~. After perfecting the rhythm, suggest words and phrases that can be called out over the top of the rhythm on the theme of right and wrong. Explore possibilities to create simple rhymes and chants. Note: You could begin by presenting a simple rhythm in a 4x4 grid using a ♪ for a clap and a X for a pause. For example: ♪♪♪♪ ♪ X ♪ X and so on. Give children 4x4 grids to help them construct rhythm patterns. |
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38 |
PSHE |
People who help us |
In this lesson children will: Explain why people in different countries do not have access to the same resources, and how people with few resources are helped. |
By the end of this lesson children should know: There are many factors that can affect people’s access to resources (wealth, age, disabilities, education, ethnicity, gender and geographic location). There are services available to help people that struggle to access resources. For example, WaterAid provides clean water to poor communities and the British Red Cross provides healthcare services to those in need. |
Find out about charities and organisations that help people. Use websites, leaflets and photographs to investigate and learn about the work that they do. Explain what positive qualities a person would need to be able to do that kind of work. Note: Organisations could include Oxfam, The United Nations, RSPCA, St John Ambulance, The British Army and the emergency services. |
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39 |
English |
Step 1 |
In this lesson children will: Listen and respond to multi-step instructions, contributions and viewpoints of others and participate actively in collaborative conversations. |
By the end of this lesson children should know: Multi-step instructions are a list of instructions that children must retain and then carry out. There are many possible viewpoints that people might have. People should respect each other's viewpoints, and where they disagree, acknowledge the other person's opinion and respond politely. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Now here’s the big plan. Working in groups of four or five, choose a favourite historical hero or heroine to write about. When each verse is written we’ll put them all together to make one big blazing rap! |
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40 |
Music |
Step 2 |
In this lesson children will: Listen and respond to pieces of music written around the same theme. |
By the end of this lesson children should know: Features of music that can be listened and responded to include the musical instruments used, the rhythms, dynamics, tempo and timbre. These features may be similar in music written around the same time period or theme. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Feeling like you need a little inspiration? How about listening to some of your favourite raps to see how it’s done! Remember though – it’s not cool if they use inappropriate language. |
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41 |
Music |
Step 3 |
In this lesson children will: Improvise and compose sequences of sounds and vocals and record them using notes or pictures. |
By the end of this lesson children should know: Sequences of sounds combine melodies, harmonies, pitches, rhythms and dynamics. Sequences can be written down using informal pictures or symbols in a graphic score or using musical notation. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. You need a rockin’ rhythm before you lay down your lyrics. Perhaps you could use a rhythm from one of your favourite raps or you could do something original! Either way, once you’ve got it, keep practising! |
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42 |
Music |
Step 4 |
In this lesson children will: Identify a pulse in a piece of music, realising that two, three, four or more beats to the bar can be counted. |
In this lesson children will: Identify a pulse in a piece of music, realising that two, three, four or more beats to the bar can be counted. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Funky Heroes like to feel the rhythm and break it down. Try it yourselves! Click a beat, stamp your feet or tap your body in time. |
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43 |
Music |
Step 5 |
In this lesson children will: Improvise and compose sequences of sounds and vocals and record them using notes or pictures. |
By the end of this lesson children should know: Sequences of sounds combine melodies, harmonies, pitches, rhythms and dynamics. Sequences can be written down using informal pictures or symbols in a graphic score or using musical notation. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. How are you going to remember this major rhythm you’ve got going? How about writing it down? I heard you guys have been learning about musical notation. Now’s a good time to use it – don’t lose it! |
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44 |
Music |
Step 6 |
In this lesson children will: Use their voice in different ways, including using a loud or soft voice, and identify simple repeated patterns. |
By the end of this lesson children should know: The voice can be used to create notes of different pitches, durations and dynamics (loudness) to add interest to the music by highlighting certain lyrics or creating different moods. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Awesome work! Now it’s time to make up some lyrics for your funky rhythm. Who have you chosen to rap about? What are they famous for? What made them so special? |
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45 |
Music |
Step 7 |
In this lesson children will: Improvise and compose sequences of sounds and vocals and record them using notes or pictures. |
By the end of this lesson children should know: Sequences of sounds combine melodies, harmonies, pitches, rhythms and dynamics. Sequences can be written down using informal pictures or symbols in a graphic score or using musical notation. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. When composing your rap, make sure your words fit your rhythm. Add in some free styling and shout outs! Word! |
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46 |
English |
Step 8 |
In this lesson children will: Identify key details in a text in response to a retrieval question or research task. |
By the end of this lesson children should know: A retrieval question asks you to find stated information in a text. A research task requires reading a text to discover information about a subject. Research findings and answers to retrieval questions should be relevant and accurate. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Make sure you get some fresh facts! Big up your hero! Check it – don’t sweat it! |
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47 |
Music |
Step 9 |
In this lesson children will: Improvise and compose sequences of sounds and vocals and record them using notes or pictures. |
By the end of this lesson children should know: Sequences of sounds combine melodies, harmonies, pitches, rhythms and dynamics. Sequences can be written down using informal pictures or symbols in a graphic score or using musical notation. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Now put it all together. Yo! That sounds wicked! |
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48 |
Computing |
Step 10 |
In this lesson children will: Use familiar computer hardware to successfully complete a task. |
By the end of this lesson children should know: Several pieces of hardware can be used together to complete one task, such as using a camera to take a photograph, uploading it to a computer and then printing it using a printer. |
What’s up? Funky Ron here from the Funky Heroes, rap group extraordinaire. We’ve been asked by our management ‘Force of Good’ to write a super slick rap all about the good deeds of heroes and heroines from the past. We know nothing about it so we need your help. Don’t forget to record your tunes and send it to the Funky Heroes. I know they’re gonna like it! |
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49 |
English |
My hero |
In this lesson children will: Articulate and justify answers, ideas, arguments and opinions during discussions, including about books that are read to them and those they can read for themselves, taking turns and listening to what others say. |
By the end of this lesson children should know: Ideas can be justified by explaining your reasoning using extended sentences. |
Discuss heroes and heroines in their lives – a parent, friend, pet or a teacher. Explain why they think their actions or behaviour is heroic. Draw a picture of their hero or heroine and write a short paragraph to explain their choice. Note: Children could choose a family member from the past. If they do, what do they remember about them? Why were they so special? |
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50 |
English |
Ideas for a story |
In this lesson children will: Plan, discuss and record ideas in notes on a planning sheet, using similar writing to learn from its structure and vocabulary. |
By the end of this lesson children should know: A planning sheet is a given template with sections to help you plan your writing. You can include aspects of structure and vocabulary noted in similar writing, such as a model text, in your planning sheet. Writing in note form means not writing in full sentences and only including the main ideas. |
Look at and read a range of comics, then discuss their layout and features. Make a six point list outlining a story that they can turn into a comic strip. The six points should tell the story of their everyday hero. Note: Talk to the children about their story ideas. They could be as simple as mum getting everyone ready in time for school every morning or Dad rescuing the cat off the garage roof. More seriously, it might be a family member or friend who faced an illness with courage, or somebody who has fought in the Armed Forces. |
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51 |
English |
Adding dialogue |
In this lesson children will: Orally rehearse and write sentences, making some choices about vocabulary and sentence structure. |
By the end of this lesson children should know: Teacher modelling can help you to see the process of building sentences. Writing and editing on a whiteboard or in a draft book can help you to improve a sentence by replacing generic words for precise vocabulary choices and varying sentence structure. |
Draw pictures that tell their everyday hero story and expand on their six point outline. Add dialogue to their comic strip with thought and speech bubbles. Make sure that their speech bubbles appear in the correct order, so that readers can follow what the characters say to each other. Note: Ask the children to check their work by reading their stories through with an adult or a writing partner. |
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52 |
English |
Constructive feedback |
In this lesson children will: Assess the effectiveness of their own and others’ writing, noticing some ways to improve the grammar, vocabulary or conventions of the type of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Checklists remind you of the grammar, vocabulary and conventions required for a type of writing. The effectiveness of a text can be assessed by checking whether it meets its intended purpose. Constructive feedback is a supportive way of celebrating success and giving advice about how someone can improve their writing. |
Swap comic strips with a partner and read each other’s work. Give constructive feedback by saying what they liked about their work. Suggest one thing that their partner might change or improve. Note: Provide a range of comic books for children to read independently. Ask them to think about whether they could improve their work. |
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53 |
English |
Everyday heroes |
In this lesson children will: Ask and answer open and closed questions to extend their understanding and knowledge. |
By the end of this lesson children should know: A closed question has a limited number of answers to choose from, such as 'yes' or 'no', and the answer is not developed. An open question cannot be answered with 'yes' or 'no' and requires a developed response because there is more than one answer. |
Look at, read and discuss newspaper and magazine stories about everyday people who have done heroic things. Choose one of these everyday heroes and take on their role as part of a hot seating interview. Note: Local and national newspapers often have good stories about local heroes. |
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54 |
Music |
Performance time Music lesson (Year 3) |
In this lesson children will: Play or sing a part with increased control, fluency, expression and accuracy on tuned and untuned instruments. |
By the end of this lesson children should know: Control in music can include breath control, where singers ensure that they have enough breath to sing to the end of phrases, or control of a musical instrument, such as using bow strokes correctly when playing the violin. To sing or play accurately, the pitch, rhythm and dynamics of notes should match the intent of the musical score. |
Perform a favourite song or songs that they have learned during the project to an audience of other children or parents and carers. Sing with confidence and articulate their words clearly so that the audience can hear the lyrics and join in. Note: Encourage children to stand proud like a hero to sing. Explain that standing will give them better control over their breathing and improve their projection. |
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55 |
PSHE |
Balloon debates |
In this lesson children will: Recognise their individuality, personal qualities and strengths, skills, achievements, interests and identify personal goals. |
By the end of this lesson children should know: Each person has strengths, skills and qualities. A goal is an aim or a purpose that can be worked towards. An achievement is something that has been completed or gained through planning, hard work and challenges, which creates a sense of satisfaction. |
Put forward a proposal that argues why a contemporary figure should be considered a hero or heroine. Make a short, written case that explains their reasons for choosing this person. Take part in a class balloon debate to discuss and decide who would contribute most to society. Note: In a balloon debate, each child acts as if they are the person that they are putting forward. The idea is that a hot air balloon is leaving Earth because a flood of biblical proportions is on its way, so the children need to verbalise their case for being one of the passengers. Only those aboard the hot air balloon will survive. |
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56 |
Music |
Teaching others |
In this lesson children will: Use their voice in different ways, including using a loud or soft voice, and identify simple repeated patterns. |
By the end of this lesson children should know: The voice can be used to create notes of different pitches, durations and dynamics (loudness) to add interest to the music by highlighting certain lyrics or creating different moods. |
Teach one of the songs they have created to a group of younger or older children. Prepare a plan for doing this and think about how they will teach the melody and the lyrics. Note: This activity could be part of a special assembly. Project the words on a screen so that parents and carers could join in for a verse or two. |
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57 |
Art and design |
Exhibition! |
In this lesson children will: Make suggestions for ways to adapt and improve a piece of artwork. |
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Create a heroes and heroines gallery to exhibit the artwork created throughout the project. Make labels and captions to display alongside the work, to show who has created each piece. Evaluate their work, identifying elements that work well and an area for improvement. Note: Children could create a class catalogue for visitors to use during their tour of the exhibition. It should provide further information about the different heroes and heroines featured. |