Key Skills
Suggested Activities
Learning Objectives
Let's Explore!
Construct a mind map indicating current knowledge and areas for investigation
Scientific Enquiry:
Communication Skills Level 2
I record my observation skills using tables, text, drawings and labelled diagrams
• I use bulleted lists to describe the equipment I used and the steps I took
• I describe my observations using scientific vocabulary
• I recount what I have done
Communication Skills Level 3
• I record and write about my observations using text, labelled diagrams, annotated sketches, bulleted lists, explanations and other styles of writing I know
Application of Maths: Level 2
• I measure length, time and capacity using the correct equipment and record my observations accurately
Application of Maths Level 3
• I make careful observations and measure length, mass and capacity
• I record my results on tables, charts, graphs and pictograms
• I look for patterns in my recorded measurements and try to explain them
Information Technology Level 2
• I use the computer to record my results on a table, chart or pictogram
• I use the computer to play science games where I have to investigate
Information Technology Level 3
• I use the computer to play science games in which I use my knowledge and understanding to find out answers
Working With Others Level 2
• I work with a partner to explore whether a test or a comparison is unfair
• I take part in discussions to offer suggestions about how to go about an investigation
• I make sure I work safely
Working With Others Level 3
• I take part in group discussions
• I work with a partner to plan, think of questions and to find equipment to carry out investigations
Improving own learning and Performance
• I can compare what happened to what I expected to happen and I try to explain it
• I review my work and explain to others what I did
• I keep a mindmap of what I have learned
Improving Own Learning and Performance Level 3
• I know why it is important to collect data to answer questions
• I review my work and compare my predictions with my results
• I explain observations linking them to other things I know in Science
• I keep a mindmap of my learning and use it to make associations
Problem Solving Level 2
• I make suggestions about how to collect data to answer a question (with help)
• I use books to find out information (with help)
• I use the equipment the teacher has given me to make observations
• I compare things and look for patterns
Problem Solving Level 3
• I give answers to the teacher’s suggestions
• I give my own ideas about how to find the answer to a question
• I use books to find out information
• I can carry out a fair test (with some help)
• I think of the equipment I will use to carry out an investigation
What do we mean by the term ‘habitat’ ? What do we mean by the term ‘animal’ ? Begin to explore animals and habitats by looking at the school grounds as a habitat. What kind of habitat is it? Predict what we might find there. Record in a table what they think they will find and where e.g beetle under a stone. Undertake a discovery walk in the school grounds, plan equipment needed, how investigation is to be undertaken and record – refer to soil safety issues.
Use secondary sources e.g dvd, CD rom, reference books and /or first hand observations to illustrate to children that animals in their local environment produce young and grow into adults.
Produce a variety of recorded work on habitat, life processes etc of the creatures found in the habitat including length and other measurements. Handle creatures sensitively when examining them/observing them
Compare living things which change e.g. caterpillar/butterfly to those which stay similar – kitten/cat. Observe caterpillars changing into butterflies and record in a butterfly diary / factsheet/ paintings etc.
How can we protect our school environment so that these animals can survive there ?
Compare our school grounds to the local North Sea. Which animals live in these environments? How are they the same or different? What are the characteristics of all living things ? Complete a table to show similar characteristics and any differences (move, breathe, feed, reproduce (live young/egg) grow and respond to change – adapt to their environment). Discuss the variety of groups of living things – birds, reptiles, mammals etc. what are the characteristics of each group ? Sort a selection of pictures/photographs into correct groups – Venn diagram, Carroll diagram etc.
Science
Scientific Enquiry
1a To know that it is important to collect evidence when trying to answer a question
2a To ask questions such as How? Why? What if? And decide how to find out the answers.
2b Use first hand experience and simple information sources to answer questions
2e Follow simple instructions to control the risk to themselves and others
2f explore using the senses and record observations and measurements
2g Communicate what happened in a variety of ways including ICT
2j Review their work and explain what they did to others
Life processes
2c Relate life processes to animals and plants found in the local area
Humans and Other Animals
2e To understand how to treat animals with care and sensitivity
2f That humans and other animals can produce offspring and that these animals grow into adults
Living Things and Their Environment
5a Find out about different kinds of plants and animals in the local environment
5b Identify similarities and differences between local environments and ways in which these affect animals and plants living there
5c Care for the environment
Geography
Communication Skills Level 2
• I know that people and weather can change an environment
• I can write or draw pictures about how people or the weather can affect places
• I talk about places far away from home that are different to my area
Communication Skills Level 3
• I can write a newspaper article about a local issue.
• I write about how people improve their environment
Application Of Maths Level 2
• I answer questions about a number of things I see in my local area
• I can read a thermometer
Application of Maths Level 3
• I use atlases to locate page numbers for information
• I can represent a 3d shape as a 2d image (e.g. the globe as a flat map)
• I record my information on charts, graphs and tables
Information Technology Level 2
• I use the computer to draw graphs of information I have collected and I can use this to answer questions (e.g. weather information)
Information Technology Level 3
• I use the internet to find out about a contrasting locality
• I use email to discuss my school with another in a different area.
Working With Others Level 2
• I can listen to someone else’s views about a place
• I can work in a small group to find out more about my local area
• I listen carefully and take part in class discussions
Improving Own Learning and Performance Level 2
• I check my own work using a list given to me by my teacher
• I can tell someone about what I am learning in a lesson
• I use mindmaps to record what I have learned
• I know what I need to do to make my work better because I always read what my teacher has written
Improving Own Learning and Performance Level 3
• I know about at least one theme in geography (water and its effects on people and places, an environmental issue)
Locate Australia on a map/globe – Southern Hemisphere. What does this mean in terms of seasons, weather etc?. Keep a record of temperature, rain, weather etc using BBC Weather website of weather here and in Australia. What are the key differences?
Look at the key features polar/marine and rainforest habitats – suggested Australia and Antarctica– coastal areas, mountain ranges, deserts, rainforests. How do they compare to the areas we have already studied – our local area and a Scottish island. What is the same or different ?. Write a newspaper article about the local area as a place to live (beach, parks etc)
Record knowledge in a variety of ways – factsheet, lists, here and there pictures, maps. Ask and answer questions – what would it be like to live in these regions, ? Use a variety of resources – books, websites, photographs.
Examine particular areas of Australia e.g. Bondi Beach – how does it compare to our seafront? Label human and physical features in both places.
The Great Barrier Reef, The rainforests Antarctica– the effects of climate on an area
Use Google Earth to look at satellite views of the areas. What can we tell about the places from these images? How can we protect these areas ?
Discuss our responsibility to the environment. Design posters to encourage looking after the environment
Geography
Knowledge and Understanding of Places
3a Identify and describe what places are like
3b Identify and describe where places are
3d Recognise how places compare with other places
Geographical Enquiry and Skills
1a Ask geographical questions
1b Observe and record
1c Express their own views about people, places and the environment
1d Communicate in different ways
2a Use geographical vocabulary
2c Use globes, maps and plans at a range of scales
2d Use secondary sources of information
2e Make maps and plans
Communication Skills Level 2
• I can tell or write stories about events in a famous person’s life
• I can recount the life of a famous person (or event) with some interesting detail
• I use labelled diagrams, recount, stories, diaries and pictures (art) to tell people what I know about the past
Communication Skills Level 3
• I use key words and phrases from the time period I am telling someone about
• I present my work in lots of different ways
• I tell others (in a variety of ways) about what life was like in the past
• I can choose aspects of historical information to organise, summarise and present
Application of Mathematics Level 2
• I use a time line to sequence things correctly, using dates
Application of Mathematics Level 3
• I use key dates to describe events
Information Technology Level 2
• I use the computer to find out about famous figures and events in the past
• I use the computer to give my views about historical events and figures and to describe their lives (and effects on other people’s lives)
Information Technology Level 3
• I use the Internet to search for information about people or events
• I format my work so that it is well presented for a variety of audiences and purposes.
Working With Others Level 3
• I look at different points of view to find out about different versions of historical events
Introduce the concept of holiday destinations by discussing their holiday experiences. Where have they been on holiday? What are the features of these places? Have people always gone on holiday as we do today? What was life like in the early 20th century – examine the lifestyle of working class/upper class people at this time – look at relevant artefacts. What were holidays like in the past? How long were holidays ? Would everyone go on holiday? Introduce the idea that the seaside was considered a good place for a holiday. What can we do on seaside holidays now? Why would someone want to come to Seaburn and Roker for a holiday? What do people do at the seaside? Collect brochures/information/souvenirs about seaside holidays now. Make factsheets/draw/paint pictures/write about seaside holidays now.
Examine photographs and paintings of seaside holidays in the past. What is the same/different. Discuss clues – clothes, hairstyles, activities shown in the pictures. Make a list or draw pictures to indicate similarities and differences. Draw a picture to show the same scene in two different times e.g a promenade which starts off at the left hand side in the 19th century and finishes at the right hand side in the 21st Century.
Look at a range of souvenirs. What can they tell us about the seaside of the past and now. Look at seaside destinations close to home and further afield.
What other destinations are popular for holidays ?
Investigate the life of Captain James Cook. Where did he come from? What do we know about him? How do we know this information? What is an explorer? What was life like on board the ship? Where did they travel? What did they discover? Who were the first Australians ? How did they feel about Europeans arriving? Was it as exciting for them? Who were the first settlers? Use the Internet/CD Roms/ books/ pictures etc to complete research. Present findings in a variety of ways – drama, paintings, collage, booklets, factsheets etc.
History
Chronological Understanding
1b use common words and phrases relating to the passage of time
Knowledge and Understanding of Events, People and Changes in the Past
2b identify differences between ways of life at different times
Historical Interpretation
3. identify different ways in which the past is represented
Historical Enquiry
4aFind out about the past from a range of sources of information
4b Ask and answer questions about the past
Organisation and Interpretation
5 Select from their knowledge of history and communicate it in a variety of ways
Breadth of Study
6b the way of life of people in the more distant past who lived in the local area or elsewhere in Britain
Communication Skills Level 2
• My ideas are shown in my drawings, paintings, collage work, textile work, printing, sculpture and photographs (I am always looking at lines, patterns, textures, shapes and colours)
• I can recount my work in my art sketchbook
• I write about my ideas, using ‘annotation’ in my Art Sketch Book
Communication Skills Level 3
• I can show relationships between people in my drawings
• I can say what I think and feel about the work of others and my own
• My skills in drawing, painting, collage, textiles, sculpture and photography help me to communicate my ideas using colour, pattern, texture, line and tone and shape and form
Application of Mathematics Level 2
• I recognise and use reflective symmetry in shapes and patterns that I create
Application of Mathematics Level 3
• I use the Internet to research artists
• Information Technology Level 2
• I use a digital camera to take images of things people have made and the natural world. I look at lines, patterns, textures, shapes and colours
• I change my digital images using the computer
Working With Others Level 2
• I work as part of a group when I am observing, investigating or making
• I know about art from other cultures
• I know about artists and craftspeople from other times
Working With Others Level 3
• I can make useful comments on the ideas of others
• I can describe art from other cultures
Improving Own Learning and Performance Level 2
• I can talk about the similarities and differences between my own and others work
• I adapt and improve my own work
• I keep notes in my Art Sketch Book of how I would change my work
• I compare my work to that of famous artists and craftspeople
Improving Own Learning and Performance Level 3
• I adapt and improve my work, thinking about the purpose of the work
• I suggest improvements to my work and keep notes in my Art Sketch Book
• I keep notes about the purpose of my work in my Art Sketch Book, using labels, captions and short paragraphs
Problem Solving Level 2
• I investigate drawing, collage, textiles, printing, sculpture and photographs to see how I can best use them to get across my ideas
• I experiment with ways of framing images
• I investigate shapes, patterns and textures
Problem Solving Level 3
• I experiment with different materials and techniques to find the best ones for the purpose of my work
• I know that art can be both visual and tactile. I choose the best combination for my work
Use art sketch book to record ideas and information about habitats, animals, plants. Record through drawing and painting , collage work and digital photography animals and/or their habitats both as individual and group pictures.
Use a variety of techniques – stitching, printing, tearing, painting on wood and stones to represent habitats and living things.
Plan and Review their own work and review the work of others.
Look at the work of a variety of artists showing habitats and creatures. Look at the drawings of famous naturalists e.g Darwin – this was how people knew about these creatures before photography etc. Complete detailed drawings of plants and animals from a variety of habitats.
Design an article (e.g. bag) using habitats, seaside or animals as theme – repeating or random pattern ( see also design and technology)
Explore native Australian art and techniques.
Art
Exploring and Developing Ideas
1a record from first hand experience, observation and imagination and explore ideas
1b ask and answer questions about the starting points for their work, and develop their ideas
Investigating and Making Art, Craft and Design
2a investigate the possibilities of a range of materials and processes
2b try out tools and techniques and apply these to materials and processes including drawing
2c represent observations, ideas and feelings and design and make images and artefacts
Evaluating and Developing Work
3a Review what they and others have done and say what they think and feel about it.
3b Identify what they might change in their current work or develop in their future work
Knowledge and Understanding
4a investigate visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space
Communication Skills Level 2
• I write about my work using diagrams and labels
• I write about who my products are for and explain why they will be useful, giving clear examples
• I discuss the improvements needed for my work
• I describe the characteristics of the materials I have chosen.
• I recount the design and make process with lively detail
Communication Skills Level 3
• I clarify ideas when asked
• I use words, labelled sketches and models to communicate the details of my designs
• I create adverts for my product focusing on quality, design and benefits
Application of Mathematics Level 2
• I can estimate the size of things by comparing, using language like bigger, biggest, smaller, smallest, about the same as
• I know what half, quarter and three quarters are, and use each as a measurement
• I know about turns and can see a full turn, half a turn and a quarter turn
Application of Mathematics Level 3
• I measure accurately
• I time my preparation time so that my project turns out just right
• I use my knowledge of shape to help me design lively projects
Information Technology Level 2
• I take digital photographs of my products and combine them with texts to describe and evaluate my products
• I can put together a set of digital photographs of my work into a slide show with captions
Information Technology Level 3
• I research products and designs using the Internet
• I present my ideas and designs using ICT
• I create animated slide shows to ‘advertise’ the benefits of my products or design ideas
Working With Others Level 2
• I sometimes work with a partner to design and make a product
• I sometimes ask others what they think of my design so as to get ideas from them before I begin to make it
Working With Others Level 3
• I seek the views of others about my designs and projects
• I interview the intended users of my product to see what they need.
Improving Own Performance and Learning Level 2
• I recognise what I have done well as my work progresses and I suggest what I could do better in the future
• I evaluate my work, saying if it does what I wanted it to do and whether it is a quality product
Improving Own Learning and Performance level 3
• I constantly evaluate my work
• I can say where evaluation of my design has led to improvements
• I talk and write about the skills that I have developed
• I carry out tests before I make improvements to my work
Problem Solving Level 2
• I plan what to do next when working on my designs
• I select the right tools, techniques and materials and I explain why I have chosen them
• I investigate a range of products and say how they are put together and whether they do what they are supposed to do
Problem Solving Level 3
• I know that my designs have to reach a range of needs
• I make realistic plans
• I think ahead and plan the order of my work
• I choose appropriate tools, equipment, materials, components and techniques for my design
Using a variety of construction kits, construct models with winding mechanisms. Look at a range of toys with winding mechanisms (cranes etc). How does the winding mechanism work ? How did they construct it? Draw a toy or their model and label the different parts of the mechanism.
Practise the techniques needed to make an axle – punching holes in side of box, using clothes pegs or triangular pieces of card. Demonstrate techniques, discuss possible errors and consequences e.g. axles not parallel
Remind children about the correct use of tools, demonstrating and practising. Discuss the range of materials available and their best use. What do the children think they would be best used for?
Practise measuring, marking out and cutting a range of materials.
Plan a model using a winding mechanism e.g. a crane to lift an animal to a new habitat. Children to think about how they would go about this. Discuss in pairs and groups, sharing ideas. Discuss criteria for design e.g. it must have one winding mechanism, it must be strong enough to hold the winding mechanism, it must keep the animal safe.
Ask the children to draw their design, collect their materials and tools. Construct winding mechanism encouraging discussion, evaluation as they go. Ask questions to encourage thinking e.g. How will this part move ? How can you make it stronger ?
Design an advert (for newspaper or television promoting your design. Create a slide show to advertise your product
Evaluate your own piece of work. Evaluate the work of peers against the agreed criteria – two stars and a wish (two things we think have been done well, one thing we think could be improved next time).
Link art work on designing a bag with design and technology key skills
Design and Technology
Developing, Planning and Communicating Ideas
1a Generate ideas by drawing on their own and other people’s experiences
1b develop ideas by shaping materials and putting together components
1c Talk about their ideas
1d Plan by suggesting what to do next
1e Communicate ideas using a variety of methods
Working With Tools,Equipment, Materials and Components
2a Select tools, techniques and materials to make a winding mechanism
2b Explore the sensory qualities of the materials
2c Measure, mark out cut and shape a range of materials
2d Assemble, join and combine materials and components
2e Use simple finishing techniques
Evaluating processes and products
3a Talk about their ideas, saying what they like and dislike
3b Identify what they could have done differently or how they could improve their work in the future
Knowledge And Understanding of Materials and Components
4b How mechanisms can be used in different ways- that a winding mechanism has an axle that turns and a handle.