Presentation on theme: "As members of a community we will: Think about our environment and landmarks through comparing and contrasting them with New Zealand. We will be investigating."— Presentation transcript:
As members of a community we will: Think about our environment and landmarks through comparing and contrasting them with New Zealand. We will be investigating the capital cities of both countries and exploring the different things you might find there. We will be doing so through a trip to London! As thinkers we will: Work together in groups to create traditional dances from the country. During maths activities a lot of our lessons will be problem solving to assess and summarise our learning throughout the year. As learners we will: Write letters and emails to our friends in New Zealand to find out about how their lives are different there compared to their life in England. We also aim to video call New Zealand and receive pictures of life in New Zealand. As learners we will: After experiencing lots of different parts of New Zealand culture, life and landmarks Chestnut class will have the opportunity to explore certain topics they would like to find out more about. Please encourage your child to find out more about life in New Zealand by researching the countries culture and collecting pictures etc. As historians we will be investigating how New Zealand was formed and the traditions of the Maori people through art, acting out and old Maori tales. As geographers chestnut class are going to investigate earthquakes and how they occur with the focus on the earthquake in Christchurch which happened in 2011. We will also be learning about the 3 volcanoes in Tongariro national park through creating our own volcano models and exploring how and why they erupt. As artists and designers chestnut class will be exploring the Maori patterns through creating our own patterned masks. As a great Maori tradition we will also making kites. As dancers we will research, interpret and creating our own haka and poi dances PE -Tuesdays (teacher led) the focus will be real P.E, dance and athletics. -Wednesdays (pm) (with sports coach) Please ensure a full, named PE kit is in school every day as we may need to use it at other times too. Homework -READING EVERY DAY -A piece of homework will be given out on a Friday to be back by the following Tuesday. -Spelling are given out on a Friday and tested on the following Friday. -Number bonds are tested every Friday morning Supply Mrs Sheppard will be teaching Chestnut class on Wednesday afternoons. Reminders Child Led Areas of learning Real experiencesCommunityProblem Solving The wider world and us- New Zealand
Writing, presenting and broadcasting Listening to others Skills associated with talking in a group and understanding there are different ways of communicating. Use appropriate language dependant on the writing focus Using role play to convey their understanding. Listen to a range of texts. To write about personal experiences and real events To understand the different purposes of different writing. Identify types of character in traditional tales. Share likes and dislikes with the class. Show awareness of the writer’s and characters’ intentions. Use the past and present tense. Develop opinions or questions about events. Using communication Learning across the curriculum Learning and thinking skills Asking relevant questions Ask others if I am unsure or stuck Analysing information Planning how to go about presenting information Creating and developing maps and plans Creating ideas using different materials Recognising similarities and differences in environmental features Communicating using data, the written word and performance Use the skills to evaluate work and know when I have done well. Personal and emotional skills Identifying strengths and weaknesses in our work for others Setting goals for more active community involvement Working independently and in groups Listening to others when in class and in circle time Managing feelings and becoming self aware when discussing and finding out about how people sometimes put themselves at great personal risk when helping others Work hard as a class in groups and individually throughout the topic. Social skills Understanding how actions can make others feel Working collaboratively Support others in class when working in groups or pairs Personal development Using maths Discuss how maths is being used Use maths in everyday activities. Understanding word problems Calculating Choose the appropriate operation when solving addition and subtraction problems. Explore numbers and place value up to at least 100. Use numbers to order events or positions (1st, 2nd, etc). Interpreting data Sort objects and classify them with more than one criterion. Use the language of data handling. Record results in lists, tables, pictograms and block graphs. Describe and communicate findings. Communicate Select the most appropriate mathematics to use. Use mathematical language. Use symbols and diagrams. Give reasons for answers. Using mathematics Searching Find and use information to answer questions. Process Capture information and share work with others (for example using a digital camera). Work with text, images and sound to explore and share ideas. Communicate Use ICT to communicate with others following instructions on safe use. Developing ideas and making things happen Capture information and share work with others (for example using a digital camera). Save work to be used again later. Using ICT Subject Key Skills History, geography and citizenship Generate ideas To generate ideas using Maori patterns for guidance. Investigate, observe and record To use equipment (wood and tools) safely as modelled.Design, make and improve To select appropriate tools, techniques and materials, to help with my mask and kite design Explain To use models, diagrams and caption to explain my product. Evaluate To suggest things I could have done better in my design and work. Science and design technology Explore To look at different materials which can be used to create traditional Maori masks etc. Create To respond to pictures and examples of Maori patterns and implement them in my work.. Improvise To recreate and create our own poi and haka dances in the style of those performed in New Zealand Present To perform with control and procession. Evaluate To discuss others work and evaluate my own work using artistic and dance vocbualry. Art, dance and drama PSHE and PE Investigate To ask questions and research these to help me find out about New Zealand and its landmarks. Analyse To use information I have collected about New Zealand and their way of life. Communicate To use geographical words to explain landmarks in Britain and New Zealand. To communicate with people living in New Zealand. Consider and respond To consider the similarities and differences between Britain and New Zealand focusing on landmarks and way of life. Reflect and evaluate I talk about the differences between my own and others’ performances. Plan and implement With support I help in solving problems with more than one solution. With help I join in with my group. Move and control I perform my dance actions with control and co-ordination. I link two or more actions together to make a sequence. I remember and repeat dance movements. Communicate I tell people my ideas and what I have found out.