Lesson

Subject

Lesson Title

Skill

Core Knowledge

Lesson Brief

1

English

Teddy bears' picnic

In this lesson children will:

Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them.

By the end of this lesson children should know:

Role play is acting out stories or experiences.

Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting.

Invite families with babies and toddlers to a teddy bears’ picnic so that the children can observe and play with younger children at various stages of development. Ask the children to find out about the needs of younger children at different ages by observing their behaviour as they play, move, eat and drink. Talk to their parents and carers to gather more information.

2

Design and Technology and RHE

Picnic food

In this lesson children will:

Select healthy ingredients for a fruit or vegetable salad.

Decide what types of food would be good for their teddy bears’ picnic, making a shared shopping list. Make simple, healthy sandwiches for young children, creating a balance of sweet and savoury fillings.

Note: Remind the children to wash their hands before making their sandwiches. Explain to the children that young babies have specific food and drink that they can consume, and encourage them to find out what these are.

3

PSHE

Same or different?

In this lesson children will:

Identify the stages that people go through as they grow older and recognise that their responsibilities, needs and lifestyles change over time.

By the end of this lesson children should know:

People grow from being babies to toddlers, then children, adolescents, adults and elderly people. As people grow older, they have more responsibilities, such as having a job, buying a house, looking after children and elderly parents.

Talk about the physical and developmental differences between babies, toddlers, children and adults. Use sticky notes to make charts with four sections: ‘Babies can…’, ‘Toddlers can…’, ‘Children can…’ and ‘Adults can…’.

Note: Talk sensitively about the human body and how a person changes as they grow from a baby to an elderly person. The children can compare themselves to babies, toddlers and adults regarding how they eat, sleep, move and play. Project images of a baby, toddler, child and adult onto the IWB to use as a reference.

4

Science

Baby things

In this lesson children will:

Observe objects, materials, living things and changes over time, sorting and grouping them based on their features.

Bring something from home that they had when they were a baby, perhaps a toy, book, bottle, feeding cup, baby clothes or shoes. Make a class collection and discuss how they could be sorted into sets.

Note: If possible, bring something from your own childhood to compare with the children’s items. The children’s parents or carers may also be willing to share items from their childhoods with the class.

5

Science lesson

Exploring senses

In this lesson children will:

Draw and label the main parts of the human body and say which body part is associated with which sense.

Explore their senses by touching, smelling, listening to and tasting things that babies use, such as baby toiletries, clothes, food, toys and feeding utensils. Describe what they think of the baby items, what the different items are for and what the foods taste like (spicy, sweet or bland). Explain how the items differ from the ones they have today. Label the parts of a babies' body that are associated with the different senses.

Note: Children could prepare questions to ask a visiting parent and baby, or a nurse or midwife, to find out what senses newborns have and how these develop over time. During the first weeks of life, a newborn baby may seem to do very little, but in fact, all their senses are functioning and developing, taking in the sights, sounds and smells of their new world.

6

PSHE

What do we need?

In this lesson children will:

Recognise that people and other living things have rights.

By the end of this lesson children should know:

Rights are things to which all people are entitled. These include the right to life, food, water, housing, protection and sharing our opinions. We are all responsible for protecting these rights.

Think about the things that a baby or toddler needs from its parents or carers to be happy and healthy. Make a list of essentials that a parent or carer must provide to keep their baby happy and healthy.

Note: Read the stories  Bunny My Honey by Anita Jeram and  Owl Babies by Martin Waddell. Children’s lists should include practical things like food and shelter but also less tangible things, such as love and cuddles.

7

English

Writing an invitation

In this lesson children will:

Write for a range of purposes.

Core knowledge

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Design and make cards for parents and carers inviting them to the teddy bears’ picnic. Write a simple sentence or sentences that outline where and when the picnic will take place. Read their sentences aloud to check that they make sense, then illustrate their invitations.

Note: Ask the children to bring a teddy or other soft toy to share the picnic with them. Write a covering letter to accompany the invitations, explaining that the children will be asking questions about looking after young children during the visit.

8

English

Pictures of our picnic

In this lesson children will:

Use given subject-specific vocabulary to explain and describe.

By the end of this lesson children should know:

Topic words can be chosen during conversations to add precision to what you are saying.

Subject-specific vocabulary can be seen in various places, such as display boards, books and word mats.

Subject-specific vocabulary can be heard in various places, such as in the classroom and on videos.

Look at pictures taken during the family picnic and talk about what happened and what they discovered. Choose a favourite photograph of the event and describe what it shows. Record their ideas on sticky notes or postcards and display alongside the photographs.

Note: Children could work in small groups, giving them plenty of opportunities to speak, listen and ask appropriate questions.

9

English

I remember…

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Bring a photograph of themselves as a baby to school and show it to others in the group. Talk about things they remember about being a baby or toddler and share any stories that parents and carers have told them about what they were like when they were little. Write a sentence or two about an early memory starting with the sentence opener ‘I remember…’.

Note: Encourage the children to talk to their parents and carers, gathering stories about what they were like or things they did when they were very small.

10

English

Speech bubbles

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Display a picture of a baby and one of a toddler. Think about and discuss the things that each might want to say. Write speech bubbles for the pictures.

Note: For example, a baby might say ‘I’m hungry’ or ‘I'm tired.’ A toddler might say ‘That’s my toy’ or ‘My tooth hurts’. Children will think of some funny alternatives based on the stories they have heard from their early years.

11

English

Ordering and sequencing

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Look at a range of photographs or images taken at different times of day. Talk about the pictures and decide at what times of the day they might have been taken. Place the images in time order and write a sentence about each one to describe what is happening.

Note: The images could show getting washed, cleaning teeth, eating breakfast, eating lunch, playing out, reading a story and going to bed.

12

English

Daily activities

In this lesson children will:

Orally rehearse and write short phrases and sentences.

By the end of this lesson children should know:

Saying a sentence aloud to yourself or a friend can help you to decide which words to include to create a clear, short sentence.

Pausing after each word said can help you to choose the important words to include and ensure you do not miss out any words.

Sentence punctuation includes beginning with a capital letter and ending with a full stop, question mark or exclamation mark.

Draw pictures to show their daily activities, perhaps using a storyboard format with speech and thought bubbles to indicate what they might say or think during the activities. This could be done using a table or callouts in desktop publishing software. Encourage children to rehearse short sentences orally before writing them inside speech or thought bubbles.

Note: Model some examples of speech bubble writing. Ask the children to try to remember some of the things that they or others might say during those different daily activities. For example, every morning, Mum says ‘Hurry up and get dressed.’ At bedtime, Dad says ‘Night night, sleep tight.’

13

English

What did you do yesterday?

In this lesson children will:

Say aloud what they are going to write about, making simple pictorial or written records where appropriate.

By the end of this lesson children should know:

You can say aloud what your next sentence is going to be.

You can draw pictures or write simple words to remind you what you are going to write about.

Recall and share things they did on the two previous days of the week. Describe something special or important that they did yesterday and the day before, and then write a sentence about it.

Note: Provide children with a special ‘diary’ in which to write their memories. You could head each page with the day of the week or allow children to write the days themselves. Ask the children to keep a diary about each day.

14

English

Writing our memories

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Write a memory in their special diary book of something they did during that morning’s activities. Try to remember what time it happened and record this. Encourage the children to think carefully about the spelling of the days of the week and common exception words when writing.

Note: Children could make a collage style cover to personalise their diary. They can write their diaries day by day throughout the project, adding photographs and illustrations where appropriate.

15

English

Traditional tales

In this lesson children will:

Sequence sentences to form short texts using some sequencing words or formulaic phrases, including those to indicate the start or end of a text.

By the end of this lesson children should know:

Sequences of sentences follow on from each other in a logical order.

Sequencing words are words that describe the order of events in a text, such as time words.

Formulaic phrases are common phrases that are used in many texts, such as 'once upon a time' and 'happily ever after'.

Listen to a familiar story such as  Goldilocks and the Three Bears or  Jack and the Beanstalk. Choose one story and imagine they are one of the characters. Write a diary entry from their character’s point of view about the events of the day. Refer back to the story to sequence the events correctly.

Note: Model some examples of how different characters might view the same event. Remind children to use the past tense in their diaries.

16

PSHE and RHE

Birthday memories

In this lesson children will:

Select vocabulary to describe feelings.

By the end of this lesson children should know:

Good feelings can be described as happy, glad, joyful, loved, cheerful and content. Not so good feelings may be sad, upset, miserable, scared, frightened, worried, tired and angry. It is important to be able to express feelings to others, understand that feelings are normal and work out strategies for managing them.

Look at a range of birthday items, such as a party hat, candles, cards, cake and a wrapped present and guess the occasion with which these items are associated. Talk about why birthdays are celebrated and how they feel when it is their special day. Describe a memory from a previous birthday, recalling the presents that they received, whether they had a party and what made it special.

Note: You may have children within your class who are from different backgrounds and might take part in different religious or cultural celebrations. If so, allow time for them to share their experiences.

17

Art and design

Celebration paintings

In this lesson children will:

Describe and explore the work of a significant artist.

Look at a range of paintings that show different family occasions and celebrations. Talk about what the paintings show and describe any artistic characteristics using simple artistic terms. Share their experiences of similar occasions. Paint a picture or make drawings to show a family celebration that they remember. Work in groups to discuss and explain what is happening in their work and say what they like or dislike about it.

18

PSHE

Family weddings

In this lesson children will:

Listen to other people and play and work cooperatively.

By the end of this lesson children should know:

It is important to get along with other people. Listening to other people's points of view and compromising are essential skills in working and playing cooperatively.

Watch videos of weddings and talk about what getting married means. Talk about their experiences of family weddings, remembering what happened and describing events. Use a range of dressing up and role play props to hold a class wedding, taking on different roles. Think about and remember the roles of different people at a wedding celebration.

Note: Children could take photographs of their class wedding and look back at them days later, remembering what they did and what happened.

19

Design and technology

Celebration cards

In this lesson children will:

Select and use a range of materials, beginning to explain their choices.

Use various art and craft materials to make a celebration card for a special occasion. Cut and stick to create a collage effect, choosing coloured card, papers and fabrics from a wide selection.

Note: Ask the children to describe what they are making, explaining simply their choice of materials. Encourage them to think about a happy message to write on the inside of their card.

20

PSHE

Memories

In this lesson children will:

Recognise that time moves forward, and changes happen over time, including physical and emotional changes.

By the end of this lesson children should know:

Change is a natural part of life. Changes include: bodily changes; school changes, such as moving class or family changes, such as moving house or a new baby arriving. People suffer losses, such as friends leaving, toys going missing and pets dying.

Think about a person or family pet that is no longer alive. Share a photograph of them, explaining who they are and family memories of them. Talk to their parents about memories of their older relatives and any funny or happy stories about them.

Note: This activity carries obvious sensitivities of which you must be aware. However, keeping the discussions positive and focused on happy memories will help children understand that we keep people in our memories and don’t forget them.

21

English

Spot the difference

In this lesson children will:

Listen and respond appropriately to the contributions of adults and peers.

By the end of this lesson children should know:

Types of response include speaking, moving and following simple instructions.

Sitting still and not talking to others can help you to listen.

Play spot the difference, choosing someone to go outside the classroom and change one thing about themselves (maybe pull one sock down or remove a headband). Spot and describe what the person has changed. Then play ‘I went to market’, recalling items bought in alphabetical order and see how far they can get.

Note: Display an alphabet chart to help children remember what comes next and what has been bought before.

23

English

Memory rhymes

In this lesson children will:

Retell, consider and be familiar with the characteristics of key stories, fairy stories and traditional tales. Recite some rhymes and poems by heart.

By the end of this lesson children should know:

A rhyme is a word that has the same last sound as another word.

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

A fairy story has magical and unrealistic elements.

A traditional tale is rooted in real-life events and has been retold for many years.

Stories can be retold by recalling all the main events in order.

Take part in reciting and learning rhymes that help us remember things. Read and remember common memory rhymes about topics like the months of the year or the alphabet. Listen carefully and join in where possible. Then practise in pairs, reciting them aloud.

Note: Recite together using a prompt, then hide lines as the children learn them and become more confident. Ask the children questions, such as ‘How many days are there in September?’ Can they use their rhyme to answer your questions?

24

English

What is a mnemonic?

In this lesson children will:

Apply phonic knowledge and skills as the route to decode words.

By the end of this lesson children should know:

Decoding means looking at a word and separating its letters into known graphemes.

A grapheme is a written letter or letters that represent a single sound in a word. Linking the graphemes to their corresponding phonemes enables the word to be read.

A phoneme is the smallest unit of sound in a language. Recognising the consonant and vowel structure of a word can help you to decode it.

There are four main orthographical representations of CV words: C V (me) C VV (day) C VVV (bear) CC VVV (chair)

There are six main orthographical representations of CVC words: C V C (mat) C VV C (boat) C V C V (game) CC V C (chop) CC V C V (share) C V CC (moth)

There are five main orthographical representations of CCVC words: C C V C (drop) C C V C V (drive) C C VV C (cloak) C C V CC (brush) CC C V CC (thrush)

There are three main orthographical representations of CVCC words: C V C C (jump) C VV C C (mould) CC V C C (think)

There are three main orthographical representations of CCVCC words: C C V C C (stand) C C VV C C (treads) CC C V C C (shrink)

There is one main orthographical representation of CCCV words: C C C VV (straw)

There are two main orthographical representations of CCCVC words: C C C V C (strap) C C C V C V (scrape)

There is one main orthographical representation of CCCVCC words: C C C V C C (sprint)

Introduce the word ‘mnemonic’. Apply their phonic knowledge to read some simple mnemonics and discover what words the mnemonics help them to spell. For example, what does the mnemonic ‘big elephants can always understand small elephants’ spell? Or 'warm hands and toes' and 'snakes and insects dance'?

Note: Explain to the children that a mnemonic is used to help us remember how to spell tricky words. Ask children to try and create mnemonics for words they find tricky to spell. Share their ideas with others in the class.

25

English

Displaying our mnemonics

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Write their mnemonics on word cards or using ICT, highlighting the first letter in a different colour so that it stands out. Then, try a more difficult word. Help to display their mnemonics on a word wall and test each other to see if they can use the mnemonics to recall how to spell these tricky words.

26

English

Creating a mnemonic

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Create mnemonics for things that are tricky to remember. Try to make them as funny as they can, as this makes them easier to learn. Read their writing aloud to the class audibly. Can anyone guess which tricky word each mnemonic helps people to spell?

Note: Your lists could include: the four compass points, the order of the planets from the Sun, the days of the week and the months of the year.

27

PSHE

Memory games

In this lesson children will:

Listen to other people and play and work cooperatively.

By the end of this lesson children should know:

It is important to get along with other people. Listening to other people's points of view and compromising are essential skills in working and playing cooperatively.

Play memory games such as  Kim’s game. Talk about how they try to remember all the things on the tray.

Note: Kim’s game is a classic game for developing memory skills. Provide a range of everyday items on a tray, ask children to close their eyes and then remove one item. After the item is removed, ask the children to look carefully to spot what has been taken. Can they remember what was there and what has been removed?

28

Physical education

Dance steps and sequences

In this lesson children will:

Copy, create and remember simple movement patterns, showing awareness of rhythm.

By the end of this lesson children should know:

Different parts of the body can be used to create movements, such as stepping, stretching, skipping or crouching. Two or more movements can be ordered to create a movement pattern.

Learn simple and then more complex dance steps and movements on mats and across apparatus. Follow teacher and partner led sequences, then make up their own for others to remember and follow. Perform learned dances including fun, contemporary dances.

Note: Do any of the children know a dance routine they can teach to the rest of the class? How much of this can we remember?

29

Music

Songs that help us remember

In this lesson children will:

Sing traditional songs, nursery rhymes and chants clearly.

By the end of this lesson children should know:

Traditional songs, nursery rhymes and chants have been passed down to different generations using the oral tradition. They usually contain repeated rhythms or melodies, a strong pulse and rhyming words.

Sing songs and rhymes, such as  I Can Sing a Rainbow,  The Alphabet Song and  Dem Bones that help us to remember different things.

Note: How about learning the song  Inchworm from the Hollywood musical Hans Christian Anderson to help remember some number bonds?

30

PSHE and RHE

Special friends

In this lesson children will:

Recognise that each person is unique and that there never has been and never will be another ‘them’.

By the end of this lesson children should know:

Unique means being the only one existing of its type. Every person in the world is unique as there is only one of them. There are some things that many people have, such as two legs, two arms, two eyes, a nose and a mouth. There are also many differences between people, such as appearance, thoughts, feelings, family and friends. It is these things that make us unique.

Pair with a special friend and say why they like each other. Identify any shared hobbies, likes and interests and talk about shared experiences. Present their findings to the bigger group and be prepared to answer questions about why they are friends.

31

English

From the past

In this lesson children will:

Use given subject-specific vocabulary to explain and describe.

By the end of this lesson children should know:

Topic words can be chosen during conversations to add precision to what you are saying.

Subject-specific vocabulary can be seen in various places, such as display boards, books and word mats.

Subject-specific vocabulary can be heard in various places, such as in the classroom and on videos.

Watch a presentation, look at pictures or handle artefacts and toys from different decades and generations. Talk about what they can see and begin to describe how toys have changed over time.

Note: Encourage the children to describe what they have seen and express their opinions about what they liked and didn’t like about toys in the past.

32

English

Comparing old with new

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Compare one toy from the past with its modern equivalent. Write describing words on sticky notes or whiteboards to describe what they can see and touch.

Note: Encourage the children to work in pairs, reporting their findings to the class. See who has collected some good describing words.

33

English

Class museum

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Make labels for artefacts in the class museum, explaining what their toy is, what it is made from and how it was played with.

Note: The children could take turns to be a museum curator, matching the labels to the correct objects and setting them out each day. Stress the importance of writing their labels in their best handwriting so that they can be read clearly by visitors.

34

English

Writing descriptive sentences

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Make a page for a class book that describes each toy. Compose a descriptive sentence or two to go with each picture, using their best describing words. Use simple dictionaries or word banks to check their spellings and choose alternative or better words to use in their writing.

Note: Provide children with a word bank or simple dictionaries to use independently or with support.

35

English

Which toy is being described?

In this lesson children will:

Sit at a table and hold a pencil correctly and comfortably. Use their knowledge of handwriting families to form lower-case letters, capital letters and digits in the correct direction, starting and finishing in the right place.

By the end of this lesson children should know:

To sit correctly while writing, put both feet flat on the floor, place your paper at an angle if this helps and hold your paper still with your non-writing hand.

The letters of the alphabet can be sorted into handwriting families. These are the letters that are written in a similar way. For example, the letters a and c are formed in a similar way.

An ascender is an upward stroke that extends above the size of an e.

A descender is a downward vertical stroke that goes below the baseline, such as the stem of a p.

A digit is a number from 0 to 9.

To form letters correctly, you must begin in the correct starting place and move your pencil in the right direction.

All letters sit on the line, but some letters have ascenders, and some have descenders.

Placing your finger after a word can help you leave a space before the next word.

Letters within a word should be close together.

Make a drawing of their toy and write their sentences in their best and clearest handwriting in a given format, which can be bound together to form a class book.

Note: Read out some of the children’s descriptions and ask the class to guess which toy is being described.

36

History

Composing questions

In this lesson children will:

Describe an aspect of everyday life within or beyond living memory.

Look at pictures and artefacts of everyday items from the past. Compose questions about the artefacts to find out more about them, including asking questions about how people might have used them in the past. Use the question words who, what, when, where and why to generate their questions. Begin to think about and discuss how people's lives are the same or different now compared to the past.

Note: Everyday items could include books, toys, cooking utensils, cleaning equipment or entertainment items, such as cameras, televisions or radios.

37

History

Transport through the ages

In this lesson children will:

Order information on a timeline.

Look at pictures and models of forms of transport through the ages, placing them in chronological order. Talk about how transport has changed over time and use historical vocabulary associated with the passing of time. Explain what visual clues they can spot and what they reveal.

Note: Provide children with models and images, as well as plenty of information books to read in their own time.

38

Physical education

Hopscotch!

In this lesson children will:

Participate in simple playground games, following the rules

By the end of this lesson children should know:

Rules are instructions that guide how a game should be played. Everyone playing the game must follow the rules to make it fair.

Play a range of playground games from past generations including hopscotch, hoops, blind man’s buff, hot potato, marbles and Simon says. Listen carefully to the rules of how to play and cooperate with others.

Note: Other table games, such as tiddlywinks, jacks and snap, were also popular.

39

Design and technology

Step 1

In this lesson children will:

Select and use a range of materials, beginning to explain their choices.

Decide how you will make your special memory box. You could use a shoebox and decorate it with lovely colours, papers and materials or perhaps a collage or decoupage of photos of you and your family!

40

Design and technology

Step 2

In this lesson children will:

Select and use a range of materials, beginning to explain their choices.

Pad the box on the inside using coloured tissue, foam or bubble wrap to make sure things don’t get broken. Maybe you could make some compartments for your objects?

41

English

Step 3

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Make a list of all the things you would like to collect for your box. You will need to take your list home, so write it in your best handwriting so that grown ups can read it clearly.

42

English

Step 4

In this lesson children will:

Listen and respond appropriately to the contributions of adults and peers.

By the end of this lesson children should know:

Types of response include speaking, moving and following simple instructions.

Sitting still and not talking to others can help you to listen.

Have you included any sensory items? Perhaps a sachet of a favourite cream or soap that someone in your family uses? Maybe spray a perfume or aftershave onto a cloth or soft toy. Did you know that smell is a powerful way of triggering memories?

43

English

Step 5

In this lesson children will:

Ask and answer questions beginning with question words.

By the end of this lesson children should know:

'Who', 'what', 'where', 'why', 'how' and 'when' are words that you can use at the start of a question.

Questions that open with these words are useful for finding out more information about people, places, objects, events and times.

How about including a favourite packet of sweets? You could eat one in years to come – that’s if they haven’t gone off by then. Yuk!

44

English

Step 6

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Write messages on small cards to include in your box. Write about things you love and enjoy now so you can recall those things when you are older. You could start your messages with: I love…, I enjoy…, My best friend is…, My teacher is…

45

English

Step 7

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

When you have brought your memory box items into school, attach a small label or tag to each one to remind you why it is important or special. Luggage labels are a good way of doing this!

46

Design and technology

Step 8

In this lesson children will:

Select and use a range of materials, beginning to explain their choices.

Wrap photographs and items with coloured raffia, string or ribbon to make them look special.

47

English

Step 9

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Include a list of special friends. Perhaps you could ask somebody else to take a photograph of you all together? Print the photograph out and write your names and the date on the back of it so you can remember them clearly when you are older.

48

PSHE

Step 10

In this lesson children will:

Identify special people, what makes them special and how they should be treated.

By the end of this lesson children should know:

Special people include anyone important in a person's life. It could be parents, grandparents, brothers, sisters, friends or teachers. People can be special for providing love, security and stability and have a special place in someone's life for many different reasons. All people should be treated with love and respect, including love and respect for themselves.

The most exciting part about putting together a memory box is sharing it with others! When you have finished, invite someone from your family into school so that you can share your box and memories with them.

49

English

Step 11

In this lesson children will:

Write a sentence or sequence of sentences for a given purpose, including short narratives.

By the end of this lesson children should know:

A sentence is a group of words that are connected to each other to make sense.

Sequences of sentences follow on from each other in a logical order.

Each piece of writing is written for a reason. This reason does not change throughout the piece.

A narrative is a description of sequenced events.

Write a shared message with your family member to include in the box. Ask your teacher to take a photograph of you both to include in your box.

50

PSHE

Step 12

In this lesson children will:

Recognise that time moves forward, and changes happen over time, including physical and emotional changes.

By the end of this lesson children should know:

Change is a natural part of life. Changes include: bodily changes; school changes, such as moving class or family changes, such as moving house or a new baby arriving. People suffer losses, such as friends leaving, toys going missing and pets dying.

Take your box home and keep it in a safe place. Remember to add new items over time and to write about special days and family celebrations. Bring it back in a month or two and let’s see what you’ve added to your memory box!

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English

Step 13

In this lesson children will:

Write for a range of purposes.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Write a mnemonic to spell the word ‘MEMORY’ and include it in your box!

CONGRATULATIONS! You have completed your Innovation Challenge.

52

English

Our class scrapbook

In this lesson children will:

Participate effectively in role play and performances, and take turns in group discussions about their learning, including what has been read to them.

By the end of this lesson children should know:

Role play is acting out stories or experiences.

Some behaviours help discussions, role play and performances to run smoothly and effectively, such as taking turns to speak, including everyone and not interrupting.

Work together to create a scrapbook called ‘Our class’. Make a list of all the things they would like to include in their class book and decide who will do which job.

Note: Children could include speech bubbles showing things that people say, photographs of everybody, a daily diary of their class activities, a list of favourite storybooks, a piece of writing about an exciting event that they did together, a recording of everybody’s voices or a recording of a favourite class song.

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English

In this lesson children will:

Write for a range of purposes.

Core knowledge

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

By the end of this lesson children should know:

Texts can be written for a range of purposes including to inform or entertain.

Continue to work on their designated tasks, asking for support when needed. Share progress at the end of the first working session to ensure things are going well and to find out if anybody needs help.

Note: Reflect on the children’s progress so far. Is there anything else that we missed off our list and should include in our class book?

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English

Features of information books

In this lesson children will:

Reread what they have written to check it makes sense then discuss their writing with the teacher or other pupils.

By the end of this lesson children should know:

Rereading your sentences helps you to check your writing makes sense and matches the task set.

Discussing your writing can help you to see what you have done well and what you need to improve.

Discussing a checklist can help you to see which conventions you have included.

Complete and refine their work, drawing together separate pieces to decide how their class book should be organised. Look at features of information books to decide what else they can make to organise their book more effectively.

Note: Highlight the need for page numbers, a front cover, contents page and glossary if needed. A blurb on the back of the book would be useful to entice readers to take a peek inside.

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English

Constructing our class book

In this lesson children will:

Reread what they have written to check it makes sense then discuss their writing with the teacher or other pupils.

By the end of this lesson children should know:

Rereading your sentences helps you to check your writing makes sense and matches the task set.

Discussing your writing can help you to see what you have done well and what you need to improve.

Discussing a checklist can help you to see which conventions you have included.

Complete their additional features and construct their book. Use presentation software where appropriate to word process the book cover, contents page or other parts of the outer cover. Reread their work aloud to check spellings and ensure that it makes sense. Write their section in their best handwriting and add an illustration.

Note: The book could be constructed by sticking the children’s pages into a large, blank scrapbook or making a book with different coloured pages stapled together.

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English

Family day!

In this lesson children will:

Speak in a way that is clear and easy to understand, beginning to stay on topic.

By the end of this lesson children should know:

To speak clearly, it is important to use an appropriate volume so that people can hear you. For example, you might need to speak more loudly to be heard in the playground than in the classroom.

Slowing down your speech slightly often makes it easier for other people to understand what you are saying.

Pausing after a sentence will help people to understand your meaning.

Orally rehearsing a speech can help you to stay on topic and speak clearly.

Invite parents and carers into school for a special family day, providing the children with the opportunity to share their learning from throughout the project. Speak clearly and confidently to the audience. Encourage parents to ask questions about the project.

Note: Before presenting to family members, the children should decide which experiences they want to share and practise saying their parts aloud.

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Art and design

Family portraits

In this lesson children will:

Communicate their ideas simply before creating artwork.

Look at paintings and portraits of families. Talk about who they might be and make suggestions about what generations are shown. Make sketches and then paint family portraits from memory, imagination or observation using photographs as a starting point and talk about their ideas for creating artwork on the theme.

Note: Use the web to find interesting and famous family portraits that will inspire the children’s discussions and give them ideas for their family portrait.

58

PSHE

How do changes affect us?

In this lesson children will:

Recognise that time moves forward, and changes happen over time, including physical and emotional changes.

By the end of this lesson children should know:

Change is a natural part of life. Changes include: bodily changes; school changes, such as moving class or family changes, such as moving house or a new baby arriving. People suffer losses, such as friends leaving, toys going missing and pets dying.

Reflect upon changes that have occurred during the project. Share their thoughts and ideas. Explain how they feel about these changes and how they have affected their everyday lives.

Note: Help the children to think about things that have changed in school, at home, in the news or for them.

59

PSHE

Our class family

In this lesson children will:

Identify special people, what makes them special and how they should be treated

By the end of this lesson children should know:

Special people include anyone important in a person's life. It could be parents, grandparents, brothers, sisters, friends or teachers. People can be special for providing love, security and stability and have a special place in someone's life for many different reasons. All people should be treated with love and respect, including love and respect for themselves.

60

PSHE

Our memories of Memory Box

In this lesson children will:

Select vocabulary to describe feelings.

By the end of this lesson children should know:

Good feelings can be described as happy, glad, joyful, loved, cheerful and content. Not so good feelings may be sad, upset, miserable, scared, frightened, worried, tired and angry. It is important to be able to express feelings to others, understand that feelings are normal and work out strategies for managing them.

Describe the most memorable part of their project, explaining why they have chosen that particular event or moment to discuss. Ask children to describe how they felt during the experience and how they feel now when they reflect on it. Maybe they enjoyed creating family portraits because it made them feel happy thinking about their family members. Do they feel pleased now because they worked hard and produced a realistic portrait?

Note: Share your favourite moments. Encourage the children to write their special project memories on a postcard, illustrate them and hang them on a memory line so that visitors can read them.