Curriculum Overview
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Lesson |
Subject |
Lesson Title |
Skill |
Core Knowledge |
Lesson Brief |
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1 |
English |
Chief Alchemist's riddle |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas. |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Dim the lights and play some eerie music to create a magical atmosphere as you welcome the Chief Alchemist’s apprentice into your classroom. Under his arm, he carries a golden box containing a map, a key for the map, a riddle and a range of scientific samples from a magical place called Alchemy Island. Wait for the Chief Alchemist’s apprentice to read the riddle and give the children their first task. Can they work out where their journey begins? Activities in this project should be done in order, as each builds on the last to form a cohesive narrative that combines music, fantasy and science. |
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2 |
English |
Deciphering the riddle |
In this lesson children will: Check that longer, more complicated texts make sense to them, clearly explaining their understanding and word meanings in context. |
By the end of this lesson children should know: Some narratives can be difficult to follow because they incorporate experimental or complicated structures, such as mixed media, moving between different times and places, multiple or unreliable narrators or multiple storylines. |
Read the riddle provided with a partner, then discuss and highlight which parts they do and don’t understand. Use a dictionary and search online to find the definition and meaning of words and phrases that they don’t recognise. Keep a log of unfamiliar words, including what they mean. Solve the riddle to find the point on the map where their journey begins. Note: The riddle tells the children to begin their journey at the Ancient Citadel. Bring the adventure to life by asking the children to build a scale model of the island using a range of recycled materials. |
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3 |
English |
Fantasy landscapes |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Delve deep into the world of fantasy landscapes and buildings. Look at, talk about and step into digital images and illustrations of fantasy fortresses and settings. Work with a partner or small group to discuss and describe what they think the Ancient Citadel and its setting might look like. Note: You can find good digital images and illustrations of fantasy fortresses and landscapes online. Alternatively, many castles have interactive web pages that enable site visitors to take a virtual tour. Hedingham Castle is a good example |
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4 |
English |
Fantasy settings in books |
In this lesson children will: Explore the meaning of words, including figurative language. |
By the end of this lesson children should know: Figurative language uses devices such as metaphors, similes, personification and onomatopoeia to provoke a powerful response from a reader. A metaphor describes a noun or a verb by saying it is something else. A simile describes something by comparing it to something else using the words 'like' or 'as'. Personification gives a non-human thing human characteristics. Onomatopoeia is the use of words whose sounds are similar to the noise they refer to, such as 'bang'. |
Read a range of settings described in children’s fantasy books, such as The Lion, the Witch and the Wardrobe by CS Lewis, Shadow Forest by Matt Haig, Ignis by Gina Wilson or A Wizard of Earthsea by Ursula Le Guin. Highlight examples of figurative language, words, phrases and sentences that appeal to the senses and help to create a picture of the setting in their mind’s eye. Cut out examples of words, phrases and sentences and explore ways of reordering, editing and listing them. Add extra words and phrases to create a new narrative or word collage. Note: This is a good way for children to look at how language is similar across different texts, and encourages them to create something new from existing material. Explain that figurative language is a technique used by writers to appeal to readers’ senses, because it makes them look at the world in a different or more imaginative way. Figurative language includes metaphors, similes and personification. |
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5 |
English |
Portals to other worlds |
In this lesson children will: Recognise how authors have developed characters and settings, describe their own settings and use dialogue to convey character and advance the action. |
By the end of this lesson children should know: Teachers' model texts and novels can be used to provide inspiration for developing characters and settings. Developing characters change over the course of a narrative. For example, a timid character could become brave. A setting can change over the course of a narrative. For example, it could change with the seasons. Dialogue can show a character's personality, thoughts and mood. Dialogue can use informal speech, such as contractions, dialect and colloquialisms. Dialogue, in the form of direct or reported speech, can move the plot along. Reported speech is one character telling another character a summary of what has been said. |
Write an opening paragraph to a fantasy narrative, describing what happens as they step through a portal entering the unique world of Alchemy Island. Write with attention to detail and use figurative language to create visual imagery that will capture the reader’s imagination. Decide which tense they will use to tell their story – past or present? Note: Many fantasy novels begin with a portal or doorway that leads to another world. You could explore the idea of portals with the children as a way for them to start writing about their new world. Portals in popular fiction include the wardrobe into Narnia, Platform 9¾ in the Harry Potter novels, the rabbit hole in Alice’s Adventures in Wonderland, and the board game in Jumanji. What will their portal be? Where will it lead? |
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6 |
Computing |
Possible portals |
In this lesson children will: Apply computing skills to create content using unfamiliar programs or apps. Core knowledge |
By the end of this lesson children should know: Using prior knowledge and experience of computing skills can be applied to create content using unfamiliar programs or apps. |
Look for potential portals that they can use to reach Alchemy Island. Stay inside or go outdoors and search for natural features, like holes in hedgerows and tree trunks, or under rocks and stones. Compare natural portals with man-made portals, such as windows, walls, gates and doorways. Take photographs with a digital camera and upload the images to a computer, then add special effects with painting or photo editing software. Use tone, colour, shadow and shading tools to create a tantalising glimpse of the magic and mystery that lurks beyond the portal. Note: There are plenty of images of doorways, holes and fantasy portals available online. Children could look at them for inspiration and use them as a starting point for discussing and exploring their ideas. Print the children’s portals on good quality photo paper and display them alongside their opening paragraphs. |
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7 |
Geography |
Examining the map of Alchemy Island |
In this lesson children will: Use compass points, grid references and scale to interpret maps, including Ordnance Survey maps, with accuracy. |
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Look carefully at the map of Alchemy Island. Use the key to determine the island’s human and physical features. Place a piece of tracing paper or acetate over the map of Alchemy Island and draw lines to mark where they think the contours of the landscape are, looking out for hills and valleys. Note: Project the map and key on an IWB, so that the children can see the landscape’s smaller features more clearly. |
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8 |
Science |
Examining samples from Alchemy Island |
In this lesson children will: Compare and group everyday materials by their properties, including hardness, solubility, transparency, conductivity (electrical and thermal) and magnetism. |
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Examine samples sent by the Island’s Chief Alchemist to help young adventurers become familiar with the island’s terrain. Use their scientific investigation skills to work out the properties of each sample. Group samples by characteristics, such as state, transparency, hardness, electrical conductivity, thermal conductivity and magnetism. Record the groupings on a prepared spreadsheet and explain their decisions. Use the map to point out where on Alchemy Island the samples may have come from. Note: Prepare the samples in clear glass jars, so that the children can observe before they touch. Samples should include: coloured sand (from the Rainbow Dunes); silver sprayed lentils (from Silver Shingle Beach); ball bearings of different sizes (from the Steel Mines); glass nuggets (from the Glass Peak Mountains); ferrofluid (from the Iron Lake); cornflour and water mixed with brown colouring (from the Fogwind Swamp); hydrated jelly marbles (from Crystal Hedge Forest); copper ribbons and coins (from Copper Nook); gold metallic spray painted pea gravel or fool’s gold (iron pyrite) mixed with compost (from an unknown location). |
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9 |
Music |
Transporting through the portal |
In this lesson children will: Create a composition that combines layers of sound and vocalisations and shows an awareness of pitch, tempo, rhythm, melody and dynamics. |
By the end of this lesson children should know: Effective compositions involve using a variety of instruments, different pitches, repeated and contrasting rhythms, melodies and harmonies and dynamics. |
Use a keyboard, synthesiser, tuned musical instrument or music software, such as GarageBand (Mac, iPad) or Audacity (Windows), to create magical sounds that they might hear as they enter Alchemy Island. Bring the sounds together to perform a 30 second soundtrack that represents them transporting through their portal to the island. Note: Encourage children to experiment by manipulating, elongating and mixing sounds. Challenge them to create a graphic score for their soundtrack and get them to play their soundtrack by following the score. Record the children’s soundtracks and insert them into a digital version of the map at the Ancient Citadel, the entry point to the island. You could do this with PowerPoint, Keynote or similar presentation software. |
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10 |
Science |
Separating mixtures |
In this lesson children will: Separate mixtures by filtering, sieving and evaporating. |
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Investigate contaminated water samples taken from the Bottomless Well near the Ancient Citadel (they are not fit for human consumption and need cleaning). Scrutinise each sample and predict what might be contaminating the water. Discuss how mixtures can be decontaminated through filtration, sieving or evaporation, then work scientifically to clean each sample. Draw and display diagrams with captions and notes to show how they set up their equipment. Take photographs before, during and after the cleaning process to show changes. Assess how successful their attempts at cleaning were. If the investigation went well, the citizens of the Ancient Citadel will offer Set one coordinates provided as a reward for sharing their knowledge. Note: Before starting this investigation, introduce the concepts of filtering, sieving and evaporating as means of separating mixtures, including an example of each. Give children three contaminated water samples, one containing salt (evaporation), one with oil (filtering) and one with coloured aquarium gravel (sieving). Children could make a simple solar still to collect the clean, evaporated water, rather than it disappearing into the atmosphere. Do not allow children to drink any of the water, even after cleaning. |
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11 |
English |
Definitions |
In this lesson children will: Give well-structured descriptions, explanations and narratives that gain, maintain and monitor the interest of the listener. |
By the end of this lesson children should know: There are different ways to make speech more interesting for the people listening to you, such as changing the length of sentences to add variety, using precise, interesting vocabulary or speaking with expression. Speaking with expression means speaking in a lively, engaging way. Facial expressions can help you to connect with the listener and maintain their interest. There are several ways to regain a listener's interest, such as adjusting the volume or pace or making the speech interactive. |
Use a dictionary or thesaurus to find out the definition of the words ‘alchemy’ and ‘alchemist’. Share their findings and discuss any questions that they have about the definitions. Use a range of resources, including non-fiction books and the web, to learn as much as possible about gold. Find out why gold is so desirable to alchemists, then discuss and record their findings with others. Present their information, explaining what they have found out about gold to the whole group in a simple 30 second overview. Note: Gold is a bright yellow metal which does not tarnish when exposed to air and water. It is very soft and can be beaten and moulded into intricate shapes and designs. It has long been a symbol of wealth in the form of expensive jewellery, coins and various works of art. |
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12 |
English |
Organising our thoughts |
In this lesson children will: Choose the most appropriate planning format, and note and develop initial ideas effectively. |
By the end of this lesson children should know: Some planning formats lend themselves to particular types of writing, such as spider diagrams for non-chronological reports and flow charts for explanations. Different writers might have preferred planning formats. |
Use mind mapping software, such as MindManager or Inspiration, or pen and paper, to organise their notes and findings about gold. Decide what headings they will use and what information will be included under each heading. Search the web for pictures, photographs and diagrams to support and illustrate their information. Save the pictures to a digital folder so that they can use them later. Note: Encourage children to share and compare their ideas, checking to see if their findings are consistent with information that others have found. |
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13 |
English |
Drafting our reports |
In this lesson children will: Explore a range of organisational and presentational devices to structure texts that are appropriate for the audience and purpose of their writing, using similar writing as models for their own. |
By the end of this lesson children should know: Presentational devices determine how a text looks on the page. They include font style, such as bold, italics and underlining, font size, colour and other techniques. Texts can be written for different audiences, such as young children, adults, clubs, novices and professionals. The content and style of a text are chosen to match the intended audience, such as using simple vocabulary and short sentences for young children. |
Use their notes and research to begin drafting a clear and factual report on the subject of gold, which they will present to the Chief Alchemist. Keep a checklist to ensure that they include the key features of a report, including present tense, a clear opening sentence, a paragraph for each main idea and subheadings to introduce each new part of their findings. Note: Encourage the children to consider their audience. What would the Chief Alchemist like to read about? What facts would astound him? |
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14 |
English |
High-impact conclusions |
In this lesson children will: Use a wide range of devices to build cohesion within paragraphs. |
By the end of this lesson children should know: Cohesion in paragraphs refers to the ways that parts of the paragraph link together. Cohesive devices include conjunctions, adverbials and pronouns. Paragraphs in non-narrative texts often begin with a topic sentence followed by evidence, examples or explanations to support the main point. |
Explain their findings by using examples in their writing. Use phrases like ‘such as’, ‘for instance’ and ‘for example’. Finish their report with a clear final paragraph or conclusion that leaves the reader with a memorable, high-impact final sentence. Note: Model how to use examples to explain a point, such as, ‘Gold is a very valuable metal and sells for a lot of money. For example, 15 grams of 22-carat gold is worth approximately £500’. The actual worth of gold fluctuates daily, so you could ask children to find out its current value by searching the web. |
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15 |
English |
Completing our reports |
In this lesson children will: Assess the effectiveness of their own and others’ writing, proposing and making changes to enhance the spelling, grammar, vocabulary and punctuation, including the correct and consistent use of tense throughout a piece of writing. Proof-read for spelling and punctuation errors. |
By the end of this lesson children should know: Thesauri can help you to enhance a piece of writing by suggesting more precise or varied vocabulary choices. Checking that the writing suits its intended audience can improve its effectiveness. For example, a letter to a headteacher might presume a level of knowledge that a letter to a pupil would not. If the tense is inconsistent, decide which tense is most appropriate for the type of writing then amend the text to suit. For example, the sentence 'I am building a sandcastle when my friend knocked it down' is part of a recount that would read better in the past tense, that is, 'I was building a sandcastle when my friend knocked it down'. |
Use a word processing tool, such as Word, or presentation tool, such as PowerPoint, to present their golden reports. Enhance the reading and visual experience by adding special effects, such as coloured fonts, large and small font sizes and images from their saved file. Use a spellchecker to look for any typing errors or mistakes. Note: Display the children’s work with examples of golden objects, drapes, artefacts and paper to make them shine. Children could receive an enrolment certificate or credit from the island’s alchemists once they have submitted their reports. |
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16 |
Geography |
Plotting routes |
In this lesson children will: Use compass points, grid references and scale to interpret maps, including Ordnance Survey maps, with accuracy. |
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Use Set one coordinates to plot the route from the Ancient Citadel to where the Island’s alchemists live. Follow the coordinates and use the key to list places of interest and physical features that they will pass. Share where they expect to arrive with the rest of the group. Note: The coordinates are provided. Ask the children to plot and join the coordinates on the map to draw a route and list place names, areas of interest and physical features that they pass on their journey. Children should expect to arrive at Dragon Vine Towers in the Kingdom of Junglewest. |
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17 |
Science |
Fountain of gold |
In this lesson children will: Within a group, decide which observations to make, when and for how long, and make systematic and careful observations, using them to make comparisons, identify changes, classify and make links between cause and effect. |
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Begin their journey to Dragon Vine Towers and stop at the ancient Fountain of Gold. Watch as the fountain yields its gold. Observe and describe what happens and what is made. Consider whether the reaction can be reversed. Note: The instructions for this activity are provided. Demonstrate the experiment to the children as a class or in small groups, rather than letting them perform it themselves, due to the nature of the reagents used. |
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18 |
Science |
Gold crystals |
In this lesson children will: Within a group, decide which observations to make, when and for how long, and make systematic and careful observations, using them to make comparisons, identify changes, classify and make links between cause and effect. |
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Continue the journey to Dragon Vine Towers and travel through Crystal Hedge Forest. Collect a bag of mysterious gold crystals (dehydrated yellow jelly marbles). Place the crystals in a large bowl of cold water to make the magic happen. Monitor their growth and weight at regular intervals. Discover whether the change can be reversed by removing the balls from the water and placing them on paper towels. Discuss what happens and see if they return to their original size. Draw a line graph to show how the weight of the balls change over time. Note: You can get jelly or water marbles from many websites, including educational suppliers. Jelly marbles start out as small, hard crystals, but are actually made from a superabsorbent polymer that absorbs 300 times its weight in water. Once hydrated, these hydrophilic spheres are approximately 99% water. When left to dry, the water absorbed will evaporate, returning them to their original state. Buy yellow crystals to make them look like gold. |
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19 |
Design and technology |
Circuit building |
In this lesson children will: Use electrical circuits of increasing complexity in their models or products, showing an understanding of control. |
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Take a pit stop at Copper Nook, where they can collect copper ribbons and coins. Create a simple circuit using the ribbons, an LED bulb and a 3V coin cell battery. Use the circuit to make a lamp or torch, which they will need to make their way safely to Shadowly Caves. Make their battery last longer by creating a gap in the circuit that they can bridge with coins or other metallic and non-metallic materials, which will act as a switch. Group conductive and non-conductive materials from previous tests, then take a photo as a permanent record of results. Note: Copper ribbon, which is also known as copper track or foil, is available from good educational suppliers. It can be stuck to a piece of card to create very simple but effective circuits. Provide children with a sample of Faraday film. It looks like a piece of acetate sheet, but conducts electricity. |
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20 |
Music |
Composing jingles |
In this lesson children will: Compose and perform a short piece of music, using a range of musical techniques, including an ostinato. |
By the end of this lesson children should know: An ostinato is a short melody that is played over and over again. A rhythmic ostinato is a short, constantly repeated rhythmic pattern. Other musical techniques are pitch (high or low), tempo (speed) and dynamics (loudness). |
Enjoy a final rest at Shadowly Caves to compose a short jingle that will persuade the Gatekeeper (who’s partial to a jolly tune or two) to let them into Dragon Vine Towers. Be as creative as possible with their lyrics – between four and eight lines – and create a simple rhythm pattern. Clap the rhythm to make sure that they understand how many syllables to use in their lyrics. Record their jingles using sound recorders. Note: Alternatively, you could take a familiar song and ask the children to rewrite the lyrics to persuade the Gatekeeper to let them in. They could tell him about their journey and the precious metals that they collected along the way. |
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21 |
English |
Interviewing the Chief Alchemist |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas. |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Work in pairs or small groups to come up with questions to ask the Chief Alchemist to gather more information about the island. Interview the Chief Alchemist to find out more about the island’s secrets, including its magical powers and dramatic landscapes. Note: Find a willing adult to play the part of the Chief Alchemist and dress appropriately. Children could record their initial response to the Chief’s answers in note form. If you cannot find a willing adult, you may wish to play the Chief Alchemist yourself. |
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22 |
English |
Prospero's soliloquy |
In this lesson children will: Prepare and perform a wide range of texts with appropriate intonation, tone, volume and action so the meaning is clear. Learn a wider range of poetry by heart. |
By the end of this lesson children should know: Texts can be annotated with performance notes. Speakers can combine tone, volume and actions to match the content of their speech so the meaning is clear. |
Find out the meaning of the word ‘soliloquy’, using a dictionary or searching online for a definition. Listen to a brief synopsis of The Tempest, a play by William Shakespeare that is also set on a magical island. Read a contemporary translation of Prospero’s final soliloquy and discuss what he asks the audience to do. Read, recite and try to remember Prospero’s soliloquy. Encourage children to use tone, volume and action when reciting, to show Prospero's mood and feelings. Note: A soliloquy is a dramatic convention where a character speaks his or her innermost thoughts aloud to the audience. Prospero, the main character in The Tempest, performs a soliloquy at the end of the play, where he asks the audience to set him free from the island. Ask the children to think about what the Chief Alchemist might say in a soliloquy. What are his deepest wishes, feelings and fears? |
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23 |
English |
Thinking out loud |
In this lesson children will: Select increasingly appropriate vocabulary and sentence structures for the type of writing. |
By the end of this lesson children should know: Certain sentence structures lend themselves to particular types of writing, such as beginning with imperative verbs in instructions or fronted adverbials in recounts. Present participles, verbs, adverbs, conjuctions and subordinate clauses can provide a variety of sentence openers. A thesaurus can help you to find precise or varied vocabulary to use in your writing. Commas and parentheses help you to structure your sentences clearly and avoid ambiguity. |
Imagine that they are the Chief Alchemist and write a soliloquy for him. Consider how he might feel about the island, including its hidden treasures, treacherous terrains, changing weather and many mystical landscapes and features. Evaluate and make revisions to their soliloquy throughout the writing process to ensure that they express the Chief Alchemist's thoughts and feelings clearly, using appropriate vocabulary choices. Note: Remind the children that their soliloquy must be written in the first person and express the character’s innermost hopes and aspirations. Remember, no one is listening. He’s thinking out loud. |
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24 |
English |
Adding authenticity |
In this lesson children will: Select increasingly appropriate vocabulary and sentence structures for the type of writing. |
By the end of this lesson children should know: Certain sentence structures lend themselves to particular types of writing, such as beginning with imperative verbs in instructions or fronted adverbials in recounts. Present participles, verbs, adverbs, conjuctions and subordinate clauses can provide a variety of sentence openers. A thesaurus can help you to find precise or varied vocabulary to use in your writing. Commas and parentheses help you to structure your sentences clearly and avoid ambiguity. |
Make their writing and performing more authentic by substituting modern words and phrases with old English words and phrases. Read their work aloud as they write, to make sure that it will work well when performed to an audience. Note: Challenge children to include a specific word or number of archaic words in their soliloquy. Provide a word list and access to the web so that the children can search for alternative words, such as: beseech (request, ask); canst (can); dost (do, does); fulsome (rich, plentiful); hath (has); henceforth (from now on); midst (middle, or among); naught (nothing); shall or shalt (will); yore (years ago). |
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25 |
English |
Performing our soliloquies |
In this lesson children will: Perform their own compositions with appropriate intonation and volume and some consideration of movement. |
By the end of this lesson children should know: When performing your writing, you can enhance the experience with other elements, such as movement, acting or music. Gestures can emphasise main points. Sound effects and choral speaking can bring poetry to life. Acting and following stage directions can make plays more realistic. Being interactive with your audience when performing your writing can help to maintain their interest. |
Work with a writing partner to give each other feedback and suggest ways to improve what they have written. Record and perform their speeches to a small audience, in character as the Chief Alchemist. Concentrate on using appropriate intonation, volume and some movement to enhance their performance. Note: Extend the activity by asking the children to write another soliloquy that expresses their thoughts, hopes and fears as they travel across Alchemy Island. |
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26 |
Science |
Into the lab |
In this lesson children will: Use relevant scientific vocabulary to report on their findings, answer questions and justify their conclusions based on evidence collected, identify improvements, further questions and predictions. |
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Make their way through the long, dark halls of Dragon Vine Towers and find Alchemy Island’s Chief Alchemist, who lives there with his team. Give the Chief their golden report and head to the laboratory, where the benches are lined with reagents. Explore what’s on each bench and record their experiences, using scientific vocabulary to describe what happens. Note: Give children a list of keywords to research and define before they enter the lab, including heating, cooling, melting, freezing, dissolving, solid, liquid, burning, change, reversible, irreversible, soluble, insoluble, solution, solute and solvent. Ideas for investigations are provided. Make sure that children use the right terminology and correct any misconceptions. Experiments involving heat require adult supervision. |
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27 |
Computing |
Creating soundtracks |
In this lesson children will: Apply computing skills to create content using unfamiliar programs or apps. |
By the end of this lesson children should know: Using prior knowledge and experience of computing skills can be applied to create content using unfamiliar programs or apps. |
Find and download copyright-free music and sounds from websites, such as Audio Network. Work in groups to create a soundtrack to reflect the mood and atmosphere of one of the island’s kingdoms. Edit their music and sounds to make a single track, using software such as GarageBand (Mac, iPad) or Audacity (Windows). Save the final track so that it can be used in presentations and other applications. Note: Remind children that taking text, images, sounds, videos and music from the web may be regarded as theft. Discuss copyright and plagiarism issues. Introduce them to using copyright free or Creative Commons licensed resources. |
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28 |
Science |
Alchemist's challenge |
In this lesson children will: Explain, following observation, that some substances (solutes) will dissolve in liquid (solvents) to form a solution and the solute can be recovered by evaporating off the solvent. |
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Discover where to travel next by taking on a challenge set by the alchemists; hide the gold dust. Add level spoons of gold dust to one beaker containing 50ml of cold water and one beaker containing 50ml of warm or hot, but not boiling, water. Stop when a saturated solution is created. Plan and carry out their test fairly, recording and displaying their results. Look for any differences in the number of spoons of gold dust that they added to the cold or hot water, then explain their results. Leave all or some of their saturated solutions in a sunny or warm place. Monitor changes that occur each day over a couple of weeks and note what happens when all of the water has evaporated. Note: Gold dust could be golden caster sugar or salt. The sugar or salt (solute) dissolves in water (solvent) to make a solution. A saturated solution is made by adding spoonful after spoonful of solute (making sure that it all dissolves before another spoonful is added) until no more can dissolve. At this point, there is no more room between the water molecules for the solute to occupy and sugar or salt granules will remain undissolved in the bottom of the beaker. Provide medicine or measuring spoons to make sure that level spoons are of equal quantity for fair testing. Ask the children to formally record their findings to present to the alchemists. If the alchemists are impressed, reward the children with a set of instructions (see the 'Debugging' activity). |
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29 |
Computing |
Debugging |
In this lesson children will: Design, write and debug simple sequences of instructions (algorithms), including IF, THEN and OTHERWISE commands, to decide if something is true or false. |
By the end of this lesson children should know: Sequences of instructions (algorithms) that contain IF, THEN and OTHERWISE statements are called selections. The computer will complete operations based on whether the conditions of these selections are met or not. |
Begin the next stage of their journey by reading the Debugging the Alchemist's route. Work in pairs, using Scratch, to trace the route and record where it tells them to go. Explain why they know that the program is wrong. Find the error and debug the program to send the sprite to the correct destination. Note: For more information on Scratch, read the Using Scratch. Download the provided SB2 files from the resources tab and save them to your computer. There is a version with one error and another with two errors for the children to debug. There is also a version with no errors, so that the children can check their work and coding skills. The incorrect route will take the Alchemist sprite back to Dragon Vine Towers, but the correct route should lead to the Gem Well. When children have successfully debugged the program and found the correct destination, provide them with the Set two coordinates to help the children embark on their next journey across Alchemy Island. |
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30 |
Computing |
Avatars! |
In this lesson children will: Apply computing skills to create content using unfamiliar programs or apps. |
By the end of this lesson children should know: Using prior knowledge and experience of computing skills can be applied to create content using unfamiliar programs or apps. |
Make a digital image of themselves as a video game character. Look at fantasy games for inspiration and collect ideas in a sketchbook before using technology to complete their designs. Use layers in photo editing software, PowerPoint or an augmented reality app to place their characters somewhere on a saved copy of the digital map of Alchemy Island provided. Note: There are many characters in contemporary video games that children can use for ideas. They can use standard drawing software, such as Paint, and there are several avatar creators available, but please check that the technology is suitable. |
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31 |
English |
Gemstones |
In this lesson children will: Attend to and build on the contributions of others in discussions and debates. |
By the end of this lesson children should know: A discussion is talking to others to share thoughts, ideas and points of view. A debate is a formal discussion where opposing sides of an argument are put forward. Asking questions and paraphrasing builds on what a speaker has said and helps to clarify their point. Paraphrasing is restating what someone has said using your own words. Listening to contributions in a debate can lead you to change your opinion. |
Collect and inspect a range of semi precious gemstones and minerals, taken from the Gem Well. Explore the colours, textures, shapes and patterns by handling and observing the gems. Work in pairs to discuss what they can see and feel. Write down words and phrases that describe the gems’ qualities, using a dictionary and thesaurus to aid them with this task. Note: You can find cheap unpolished and polished minerals and semi precious gemstones from wholesale online lapidary shops. |
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32 |
English |
Legendary gems |
In this lesson children will: Retrieve, record and present a range of information from fiction and non-fiction texts. |
By the end of this lesson children should know: Non-fiction texts can give different information about the same subject, so you can learn more by reading more than one text. Facts may vary across texts, so reading a range of texts can help you to check the accuracy of the information. |
Use a range of reading resources, film and documentary clips and presentations to find out as much information as they can about a range of legendary gems, including the Wittelsbach-Graff Diamond, the Hope Diamond, the Tiffany Yellow Diamond, the Cullinan Diamond and the Koh-I-Noor Diamond. Write and record their findings, and think carefully about how to organise their notes. Note: Ask the children to share their findings with the group and start to build a picture of these magnificent gems. |
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33 |
English |
Structure of cinquains |
In this lesson children will: Discuss the writer’s use of language, structure and presentation in a range of texts and how these contribute to meaning and effect. |
By the end of this lesson children should know: Authors have different styles of writing. An author's style is their language and sentence structure choices. A fiction author's style can be tracked across their body of work. Publishers of non-fiction books use similar presentation and structures across a series of books. |
Find a partner and read a range of cinquain poems. Identify the structure of the poems and discuss the vocabulary used. Identify how adjectives, verbs and synonyms are used. Most cinquains use a synonym in the final line. Note: A cinquain is a poem which is five lines in total. There are three possible formats for writing a cinquain, based on the number of words, number of syllables or type of word. |
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34 |
English |
Drafting our poems |
In this lesson children will: Select increasingly appropriate vocabulary and sentence structures for the type of writing. |
By the end of this lesson children should know: Certain sentence structures lend themselves to particular types of writing, such as beginning with imperative verbs in instructions or fronted adverbials in recounts. Present participles, verbs, adverbs, conjuctions and subordinate clauses can provide a variety of sentence openers. A thesaurus can help you to find precise or varied vocabulary to use in your writing. Commas and parentheses help you to structure your sentences clearly and avoid ambiguity. |
Write a cinquain about one of the legendary gems. Share their first draft with a writing partner and discuss whether the cinquain captures the beauty, magic and feel of their gem. |
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35 |
English |
Poetry performance |
In this lesson children will: Perform their own compositions with appropriate intonation and volume and some consideration of movement. |
By the end of this lesson children should know: When performing your writing, you can enhance the experience with other elements, such as movement, acting or music. Gestures can emphasise main points. Sound effects and choral speaking can bring poetry to life. Acting and following stage directions can make plays more realistic. Being interactive with your audience when performing your writing can help to maintain their interest. |
Polish and refine their cinquain by reading it aloud to check how it sounds. Add a second verse and use a dictionary and thesaurus to check the spelling of any tricky words. Learn their poem by heart, so that they can perform it for an audience. Read their cinquains clearly and with confidence at a steady pace. Note: Word process their work, creating a decorative border using suitable software packages or the children’s artwork. For extra challenge, children could create another cinquain using a syllabic format. |
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36 |
Geography |
Journey to the tors |
In this lesson children will: Use compass points, grid references and scale to interpret maps, including Ordnance Survey maps, with accuracy. |
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With a partner, use the Set two coordinates to begin the journey from the Gem Well to the place where the gold is buried. Traverse the treacherous terrain of Dead Man’s Gorge and tiptoe carefully across the thin rope bridge before arriving at the Great Tors in the Summerwyn Desert. Together, look carefully at the Tors and think about which one might contain gold. Note: The tors display chemical symbols for a number of metals, including: Ag (silver); Au (gold); Ni (nickel); Pb (lead); Al (aluminium); Sn (tin); Cu (copper); Hg (mercury); Fe (iron); Zn (zinc). Children will need to use a picture of the periodic table of elements, provided, to help them identify which tor contains gold (Au Tor). Au is an abbreviation of the word Aurum, the Latin word for gold. |
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37 |
Science |
Panning for gold |
In this lesson children will: Plan and carry out a range of enquiries, including writing methods, identifying variables and making predictions based on prior knowledge and understanding. |
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Plan an investigation to recover gold nuggets from a soil sample taken from Au Tor. Discuss what methods could be used to separate the materials. Carry out the investigation to test their ideas and hunt for gold. Decide which methods worked best and find out if anyone recovered any gold. Note: Wash and dry pea gravel two to three times and paint with gold metallic spray paint, or simply buy fool’s gold (iron pyrite). Put the gold into a large bag of compost and add sand, large pebbles and small lumps of clay. Give children a number of disposable foil pie dishes to use to make sieves with different sized holes. |
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38 |
Music |
Discovery of gold |
In this lesson children will: Use descriptive words and relevant musical vocabulary when talking about the elements of live or recorded music within a piece. |
By the end of this lesson children should know: Musical vocabulary includes pitch, rhythm, pulse, duration, structure, dynamics, harmony, tempo, timbre and texture. |
Find and play a piece of music that exemplifies the discovery of hidden gold. Turn off the lights, lay still in a quiet space and close their eyes. Listen intently to a range of classical or fantasy music from films or computer games, letting their imagination explore images that the music creates. Return to their seats and, silently, use their notebook to describe how the music made them feel and think. Discuss their views with others and create a voting system to establish a favourite piece of music. Upload it to the digital map to show where the gold was found. Note: Use Audio Network to find suitable pieces of music, restricting the number as appropriate. Ask children to think about how voices and instruments are used to create the atmospheric sounds. Soundtracks to fantasy video games and films like Lord of the Rings and The Hobbit are great places to start and are available on the web. |
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39 |
Geography |
Returning to the portal |
In this lesson children will: Use compass points, grid references and scale to interpret maps, including Ordnance Survey maps, with accuracy. |
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With a partner, plot a route from the Au Tor back to the Ancient Citadel and their portal, which will help them return home. Working together, provide a series of six-figure coordinates to help other travellers to follow the same route. Use a piece of string and the map’s scale rule to work out how far they have travelled on Alchemy Island. Note: Ensure that the children do not jump rivers when plotting their final journey. They must use the bridges provided. Give them a photocopy of the map to plot their entire journey before they calculate the distance travelled. |
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40 |
Music |
Graphic scores |
In this lesson children will: Use musical notation to perform and write music. |
By the end of this lesson children should know: In musical notation, time signatures tell musicians how many beats are in a bar. For example the time signature 4/4 shows that there are four crotchet beats in a bar. In a piece of music written in 4/4, there may be eight quavers, four crotchets, two minims, one semibreve or a combination that add up to the total of four crotchet beats. |
Search the web for images of graphic scores, looking at the different types of symbols used. Work in groups, using a range of tuned and untuned instruments to create their own short piece of music to reflect the discovery of gold. Create their graphic score using shapes and symbols to represent the different instruments that they have used. Play their compositions using their digital scores and evaluate how successful they are. Note: Children should use a 4x4 grid to record their graphic score. Remind children that they can also use a symbol for pause. |
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41 |
Music |
Step 1 |
In this lesson children will: Use descriptive words and relevant musical vocabulary when talking about the elements of live or recorded music within a piece. |
By the end of this lesson children should know: Musical vocabulary includes pitch, rhythm, pulse, duration, structure, dynamics, harmony, tempo, timbre and texture. |
Listen to and evaluate soundtracks from popular video games. Give scores for how memorable, imaginative, relevant and enjoyable they are. |
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42 |
English |
Step 2 |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas. |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Choose a favourite piece of music from one of the games and make notes on why it’s so great. What instruments can you hear? What tempo is being used? Is the music loud or quiet? How has the composer created drama? |
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43 |
English |
Step 3 |
In this lesson children will: Choose the most appropriate planning format, and note and develop initial ideas effectively. |
By the end of this lesson children should know: Some planning formats lend themselves to particular types of writing, such as spider diagrams for non-chronological reports and flow charts for explanations. Different writers might have preferred planning formats. |
Work in a small group or with a partner to draft ideas for your game soundtrack. What words describe the atmosphere you want to create? Suspense? Excitement? Danger? Collect your ideas on a mood board to help you keep track of your composition. |
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44 |
English |
Step 4 |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas. |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Do leaves rustle in the trees of New Pine Forest? Are there howls in the night at Dead Man’s Gorge? Write a list of words that describe how you think Alchemy Island ‘sounds’. |
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45 |
English |
Step 5 |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas. |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Decide whether you want to create sounds for your soundtrack with musical instruments or digital technology. Can you find a way to combine them and use both? |
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46 |
Music |
Step 6 |
In this lesson children will: Use musical notation to perform and write music. |
By the end of this lesson children should know: In musical notation, time signatures tell musicians how many beats are in a bar. For example the time signature 4/4 shows that there are four crotchet beats in a bar. In a piece of music written in 4/4, there may be eight quavers, four crotchets, two minims, one semibreve or a combination that add up to the total of four crotchet beats. |
Create a simple graphic score to record your ideas and order your composition. Draw or download images to represent your different sounds or instruments. |
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47 |
English |
Step 7 |
In this lesson children will: Ask a series of questions to speculate, imagine, hypothesise and explore ideas. |
By the end of this lesson children should know: Asking a series of questions helps you find out a lot of information quickly. Funnelling questions begin with a general question followed by a sequence of increasingly specific questions until a clear answer is reached. Speculating is making a sensible guess about the answer to a question when you have enough information. Imagining is making a clear mental picture of something. Hypothesising is giving a possible explanation for something that has not been proven. |
Write a list of what you will need to capture your sounds. Do you need to be in a particular place or environment? What about apps or software? |
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48 |
Computing |
Step 8 |
In this lesson children will: Apply computing skills to create content using unfamiliar programs or apps. |
By the end of this lesson children should know: Using prior knowledge and experience of computing skills can be applied to create content using unfamiliar programs or apps. |
Use free music software, such as GarageBand (iOS) or Audacity (Windows) to record your soundtrack. Don’t forget to refer to your graphic score! |
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49 |
English |
Step 9 |
In this lesson children will: Select increasingly appropriate vocabulary and sentence structures for the type of writing. |
By the end of this lesson children should know: Certain sentence structures lend themselves to particular types of writing, such as beginning with imperative verbs in instructions or fronted adverbials in recounts. Present participles, verbs, adverbs, conjuctions and subordinate clauses can provide a variety of sentence openers. A thesaurus can help you to find precise or varied vocabulary to use in your writing. Commas and parentheses help you to structure your sentences clearly and avoid ambiguity. |
Now you have your soundtrack, it’s time to give it a title! Most musical pieces have titles, even if they have no lyrics. Think about the emotions your soundtrack creates and make a list of possible titles. Then choose your favourite! |
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50 |
English |
Step 10 |
In this lesson children will: Attend to and build on the contributions of others in discussions and debates. |
By the end of this lesson children should know: A discussion is talking to others to share thoughts, ideas and points of view. A debate is a formal discussion where opposing sides of an argument are put forward. Asking questions and paraphrasing builds on what a speaker has said and helps to clarify their point. Paraphrasing is restating what someone has said using your own words. Listening to contributions in a debate can lead you to change your opinion. |
Share your work in progress with a test group, or someone from your family. Use their feedback to make final adjustments. |
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51 |
English |
Step 11 |
In this lesson children will: Give well-structured descriptions, explanations and narratives that gain, maintain and monitor the interest of the listener. |
By the end of this lesson children should know: There are different ways to make speech more interesting for the people listening to you, such as changing the length of sentences to add variety, using precise, interesting vocabulary or speaking with expression. Speaking with expression means speaking in a lively, engaging way. Facial expressions can help you to connect with the listener and maintain their interest. There are several ways to regain a listener's interest, such as adjusting the volume or pace or making the speech interactive. |
Present your soundtrack to the board of directors and dress to impress in your alchemist’s attire! What did they think? Was it a hit? Assess your work now. Is it back to the drawing board or on to musical stardom? CONGRATULATIONS! You have completed your Innovation Challenge. |
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52 |
English |
Remembering our journey |
In this lesson children will: Give well-structured descriptions, explanations and narratives that gain, maintain and monitor the interest of the listener. |
By the end of this lesson children should know: There are different ways to make speech more interesting for the people listening to you, such as changing the length of sentences to add variety, using precise, interesting vocabulary or speaking with expression. Speaking with expression means speaking in a lively, engaging way. Facial expressions can help you to connect with the listener and maintain their interest. There are several ways to regain a listener's interest, such as adjusting the volume or pace or making the speech interactive. |
Work in small groups to recall their adventure on Alchemy Island in chronological order. Begin by describing how they travelled through their portal to the island, what they saw and found as they travelled on new routes across the landscape and where they eventually found gold at the Au Tor. Present their story to others in the group. Compare and contrast the different versions and help each other to remember facts, place names and activities, all without looking at the map. Note: Children could use storyboarding strategies to map out their ideas. Bring their group accounts together to write a shared series of events. |
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53 |
English |
Narratives in songs |
In this lesson children will: Initiate a discussion, presenting opinions, points of view and arguments related to a topic or debate. |
By the end of this lesson children should know: A good discussion or debate question or statement contains emotive language and has lots of elements within it to unpick and explore. Opinions can be presented by stating the opinion and then supporting it with explanations and evidence. Evidence can be found in advance to support opinions in a discussion or debate. |
Listen to songs that have a definite narrative. Discuss in groups what they think the song is about, then read printed lyrics to find out if they were right. Describe the storyline in their own words to the full group. Work together to identify common themes in their song collections. Note: Songs with a story in popular culture include: JCB by Nizlopi; Coat of Many Colours by Dolly Parton; Puff the Magic Dragon sung by Peter, Paul and Mary; A Spaceman Came Travelling by Chris de Burgh; Wuthering Heights by Kate Bush and Another Day in Paradise by Phil Collins. Get the children to share their thoughts and feelings and see how many ways a song can be interpreted. Reveal some of the stories behind the songs after listening to the children’s ideas. |
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54 |
English |
Identifying features of songs |
In this lesson children will: Explore the meaning of words, including figurative language. |
By the end of this lesson children should know: Figurative language uses devices such as metaphors, similes, personification and onomatopoeia to provoke a powerful response from a reader. A metaphor describes a noun or a verb by saying it is something else. A simile describes something by comparing it to something else using the words 'like' or 'as'. Personification gives a non-human thing human characteristics. Onomatopoeia is the use of words whose sounds are similar to the noise they refer to, such as 'bang'. |
Work in pairs to look closely at the literary features of different song lyrics. Compare how they are written and whether the writer has used any typical literary techniques, such as metaphors, similes, alliteration or onomatopoeia. Make a note of them, including which song they’re from, and share their findings with others in the class. Note: Explain to the children that song lyrics can teach them basic poetic techniques. Children could also look at how songs have a chorus, which is one of the biggest differences between poems and lyrics. Poems don’t usually have a chorus, but songs do. |
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55 |
English |
Writing our lyrics |
In this lesson children will: Select increasingly appropriate vocabulary and sentence structures for the type of writing. |
By the end of this lesson children should know: Certain sentence structures lend themselves to particular types of writing, such as beginning with imperative verbs in instructions or fronted adverbials in recounts. Present participles, verbs, adverbs, conjuctions and subordinate clauses can provide a variety of sentence openers. A thesaurus can help you to find precise or varied vocabulary to use in your writing. Commas and parentheses help you to structure your sentences clearly and avoid ambiguity. |
Work together as a class to write simple sentences about their journey around Alchemy Island. Try to group the sentences according to what they are about, such as specific places, like Dragon Vine Towers, or people, like the Chief Alchemist. Work in groups to transform their simple sentences into beautiful lyrics using strong visual imagery, metaphors, similes and other poetic techniques. Note: It is useful to remind children that they are writing lyrics, so should keep their sentences short. Give them a syllabic pattern to follow so that sentences in each group will follow the same rhythm. |
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56 |
English |
Completing our lyrics |
In this lesson children will: Attend to and build on the contributions of others in discussions and debates. |
By the end of this lesson children should know: A discussion is talking to others to share thoughts, ideas and points of view. A debate is a formal discussion where opposing sides of an argument are put forward. Asking questions and paraphrasing builds on what a speaker has said and helps to clarify their point. Paraphrasing is restating what someone has said using your own words. Listening to contributions in a debate can lead you to change your opinion. |
Work as a class to read each group’s lyrics out loud. Check the syllable patterns (rhythms) and make sure that the narrative follows the correct order. Take part in a guided writing activity to compose a joint chorus that can be chanted or sung between verses. Note: You will need to give the children a different syllable pattern for the chorus, which should be shorter and more repetitive. You may like to give them some starting points to discuss and improve upon, rather than starting from scratch. |
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57 |
Science |
Citadel citizens |
In this lesson children will: Use relevant scientific vocabulary to report on their findings, answer questions and justify their conclusions based on evidence collected, identify improvements, further questions and predictions. |
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Spend some time back in the Ancient Citadel, where they can share their adventure with the local citizens before heading home via the portal. Prepare an alchemist’s report to explain everything that they have learned from their time on Alchemy Island. Use presentation software to embed images, audio files and video clips that will help them to present their knowledge and showcase their findings to an audience. Answer questions from the audience before making their way to the portal and returning home. Note: Make sure that children use the correct scientific vocabulary when presenting their reports. You could give each pair a different aspect of their adventure to report on, so you have a range of presentations to listen to. You may even ask the children or invited guests to dress up like a Citadel citizen to add to the atmosphere. |
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58 |
Music |
Adding the music |
In this lesson children will: Create a composition that combines layers of sound and vocalisations and shows an awareness of pitch, tempo, rhythm, melody and dynamics. |
By the end of this lesson children should know: Effective compositions involve using a variety of instruments, different pitches, repeated and contrasting rhythms, melodies and harmonies and dynamics. |
Work with a musician to compose a simple tune that fits with the lyrics that they wrote as part of the English activities on lyrics. Learn the melody and practise it until they can record and perform it to an audience. Note: Check if the children have any musical parents who might help out if you can’t find a professional musician. Alternatively, set their lyrics to a familiar tune or get the children to work together and create a melody. |
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59 |
Design and technology |
Board games |
In this lesson children will: Use pattern pieces and computer-aided design packages to design a product. |
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Use a paint or graphics package to design a new board game called Alchemy Island. Refer to the original Island map to make sure that geographical features and places are represented. Devise a set of rules for how to play the game. Design any game pieces that they will need, possibly using printed cut outs of their game characters, 3-D models or any other materials created as part of their island adventure. Note: Children could import an image of the Alchemy Island map and overlay a track for their game pieces to move along. Or crop selected images from the map and paste them to create a board where you travel around the edge, just like Monopoly. Encourage the children to keep the rules of their game simple. They can add to them once they’ve developed the concept and created the board. |