Primary Planning Summer Term 1 - Dinosaurs - Week 1 History and Timelines Week 2 Fossils Week 3 Size and Scale Week 4 Habitat: Land, Air ...
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Primary Planning Summer Term 1 - Dinosaurs • Week 1 History and Timelines • Week 2 Fossils • Week 3 Size and Scale • Week 4 Habitat: Land, Air or Sea • Week 5 Extinction • Week 6 Design-a-Saur • Week 7 Product Week
Week 1 History and Timelines: Overviews
Objectives
Level 2 – To begin responding to the feelings of others (for example, matching Objectives
their emotions) Level 2 – contribute to activities by coactively grasping and moving • Cut
Level 3 – To combine two elements of communication to express their feelings, simple tools, • Spread
needs and choices.
Level 3 – demonstrate preferences for products, materials and ingredients • Stick
Level 4 – To carry out routine activities in a familiar context and show an
awareness of the results of their own actions. Level 4 –understand that equipment and tools have to be used safely • Together
Level 5 – To communicate feelings and ideas in simple phrases.. • Dinosaur
Level 6 – They take account of one another’s ideas about how to organise their Level 5 – eat a healthy range of foodstuffs and understand the need for
• Sandwich
activity. variety in food..
Level 7/8 – To use drawing, painting and sculpture to develop and share their • Bread
ideas, experiences and imagination Level 6 – show good control and coordination in large and small movements. • Jam
Dinosaur Sandwich
Level 9-12 - To improve their mastery of art and design techniques, including They move confidently in a range of ways.. • Crips
drawing, painting and sculpture with a range of materials [for example, pencil, Level 7 – Understand where food comes from.
charcoal, paint, clay]
Objectives – RE
• Herbivore Level 2 – Use single elements of communication (words, gestures,
Look at the PowerPoint: ‘What did
signs, symbols) to express feelings.
the Dinosaurs Eat?’. • Carnivore
Learn the difference between Level 3 – Respond to a variety of new religious experiences ( e.g.
carnivores, herbivores and • Meat music, drama, colour, lights, food, tactile objects).
omnivores.
What food do you eat that is meat,
• Plant Level 4 – Carry out ritualised actions in familiar circumstances.
and which is from plants? • Animal Week 1 Level 5 – Find out about aspects of religion through stories, music or
https://www.twinkl.co.uk/resourc • Omnivore drama, answer questions and communicate their responses.
e/t-sc-279-dinosaurs-omnivore-
carnivore-herbivore-sorting- • Food Group
History and Level 6 – To begin to realise the significance of religious artefacts,
symbols and places.
activity-sheet
https://www.twinkl.co.uk/resourc
• Teeth Timelines: Level 7 & 8 – can recognise some religious symbols and use some
e/t-par-83-where-does-my-food- • Diet religious vocabulary.
come-from-activity-sheet • Trees
Our World: Community Visits/Travel
Objectives – Geography
.Level 2 – To extend the skills to help explore the world.
Level 3 – To consolidate a sense of place and direction (for example, they can Watch the video: Dinosaurs in • Land Look at the PowerPoint: ‘All • Dinosaur
the Sea About the Dinosaurs’. • Scales
follow set routes around familiar places). • Sea
Level 4 –To use pictures or symbols to show familiar places and what they Look at different types of • Wings
• Air dinosaurs. What are their
are for. Using the dinosaur flashcards • Wings • Eggs
Level 5 – To be aware of their role in caring for their own environment (for similarities and differences?
Flashcards – Talk about which • Flippers • Claws
example, picking up litter). dinosaurs would be suited to • Rough
• Beak https://www.youtube.com/
Level 6 – To recognise simple symbols or representations on maps and plans.
live on the land, sea or air and • Plates watch?v=nYB-RlbT5-Q • Smooth
Level 7 & 8 – Use basic geographical vocabulary to refer to: key physical
features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river,
why. • Carnivore Watch the dinosaur march • Past
soil, valley, vegetation, season and weather Complete: Who am I? Game • Herbivore to learn the names of a few • Land
• Horns popular dinosaurs. • Sea
Objectives
Objectives
Level 2 –They contribute to activities by coactively grasping and
Level 2 – Gradually able to engage in pretend play with toys • Create your own paper plate • Paper plate
Level 3 –To take part in work or play maintaining interactions and taking turns in moving simple tools, [for example, a glue spreader].
dinosaur.
a small group with some support. Level 3 –They demonstrate preferences for products, materials and
• https://iheartcraftythings.com
• Fold
Level 4 – To respond to others in-group situations, playing or working in a small ingredients, [for example, selecting a preferred filling for a sandwich].
/paper-plate-dinosaurs.html • Cutting
group cooperatively Level 4 –They begin to offer responses to making activities, [for • Scissors
• Dinosaur split pin -
Level 5 – To make purposeful relationship with others in group activities and example, suggesting the colour or shape of a product].
attempt to negotiate with them in a variety of situations. Level 5 - They manipulate materials to achieve a planned effect..
https://www.twinkl.co.uk/res • Plates
Level 6 – They take account of one another’s ideas about how to organise their Level 6 - With help, they manipulate a wider range of basic tools in
ource/t2-d-019-dinosaur- • Pin
activity. split-pin-characters • Gluing
making activities
Level 7/8 – To use a range of materials creatively to design and make products. • Or colouring sheets of
Level 9-12 - To improve their mastery of art and design techniques, including Level 7 and 8 – Design purposeful, functional, appealing products for
dinosaurs
• Decorate
drawing, painting and sculpture with a range of materials themselves and other users based on design criteria • Drawing
Objectives
Using the Dinosaur masks: • Paint Level 2 –Pupils explore objects and materials provided, changing some
https://www.twinkl.co.uk/re
• Mask materials by physical means and observing the outcomes.
source/t-t-695-dinosaurs-
role-play-masks - Let each • Roar Level 3 –They match objects and materials in terms of single features
child choose which mask • Shout or properties.
they would like and then • Claws Level 4 –Pupils talks about why things happen and how things work.
make a ‘roar!’ like a dinosaur
• Loud Week 1 Level 5 –Pupils make simple records of their findings, for example, by
would. putting pictures of an activity in sequence.
As a class create your own • Handprint History and
• Group Level 6 –Pupils make some contribution to planning and evaluation and
dinosaur world with
handprint dinosaurs: • Landscape Timelines: to recording their findings. .
Level 7 - Pupils identify and name a variety of common wild and
https://www.youtube.com/w
• Friends garden plants, including deciduous and evergreen trees .
atch?v=Q7kjZBIM7jI
Objectives
Level 2 –Pupils make selections to communicate meanings.
Level 3 –Pupils make connections between control devices and https://www.ictgames.com/mobil • Listen https://www.thebestide • React
information on screen (for example, pressing a specific graphic on a ePage/dinosaurEggsHF/index.html
• Choose asforkids.com/fizzy- • Egg
touch screen). - Use the dinosaur game for the
• Options dinosaur-eggs/ • Discover
Level 4 – Pupils use a keyboard or touch screen to select letters and/or students as a group to listen to the
images for their own names. word said, and choose which word • Eggs Make your own fizzy • Mixing
Level 5 –Pupils complete a simple program on a computer with of the 3 eggs it is. • Search dinosaur eggs. Choose • Colourful
increasing independence. Choose a dinosaur and use the • Type different colours and • Pouring
Level 6 – Pupils use ICT to communicate and present their ideas (for internet to create a fact sheet • Spell watch the reaction from • Watching
example, recording sounds on tape and replaying them or taking about your dinosaur. How long are • Information a safe distance. • Fizzing
photographs of their own work). they? How tall? How many legs? • Fact • Smelling
Week 2 Fossils: Overviews
Objectives
Level 2 – •To begin responding to the feelings of others (for example, matching Objectives • Make Fossil Cookies
their emotions) Level 2 – contribute to activities by coactively grasping and moving
• Cooking
Level 3 – To combine two elements of communication to express their feelings,
• resources • Biscuits
simple tools,
needs and choices. • Decorating fairy cakes with • Cookies
Level 3 – demonstrate preferences for products, materials and ingredients
Level 4 – To carry out routine activities in a familiar context and show an Fossil textures resources
awareness of the results of their own actions. Level 4 –understand that equipment and tools have to be used safely • Decoration
Level 5 – To communicate feelings and ideas in simple phrases.. • Fossil
Level 6 – They take account of one another’s ideas about how to organise their Level 5 – eat a healthy range of foodstuffs and understand the need for • Icing
activity. variety in food.. • Sugar
Level 7/8 – To use drawing, painting and sculpture to develop and share their
ideas, experiences and imagination Level 6 – show good control and coordination in large and small movements. • Baking
Level 9-12 - To improve their mastery of art and design techniques, including They move confidently in a range of ways..
drawing, painting and sculpture with a range of materials [for example, pencil, Level 7 – Understand where food comes from.
charcoal, paint, clay]
Objectives – RE
Level 2 – Use single elements of communication (words, gestures,
• How do the Dinosaurs • Emotions signs, symbols) to express feelings.
feel? Match the Emotions • Happy Level 3 – Respond to a variety of new religious experiences ( e.g.
with cartoon faces? • Sad music, drama, colour, lights, food, tactile objects).
• Resources • Scary Week 2 Level 4 – Carry out ritualised actions in familiar circumstances.
• Dinosaurs Level 5 – Find out about aspects of religion through stories, music or
• Dinosaur face masks:
• Fossils
Fossils drama, answer questions and communicate their responses.
Displaying emotions: Level 6 – To begin to realise the significance of religious artefacts,
• Resources symbols and places.
• Level 7 & 8 – can recognise some religious symbols and use some
religious vocabulary.
Our World: Community Visits/Travel
Objectives – Geography
Level 2 – Pupils know what familiar places are for (for example, park,
• Walk in the • Dinosaur exploration and • Environment
school, supermarket).. • Fossils fossils: sorting cards:
Level 3 – To start to sort and classify objects in terms of simple features Garden: collect • Garden
• Stone resources • Soil
or properties stones of different
Level 4 –To understand the differences between the physical/natural
• Walk • Draw your own fossil • Stones
textures • Garden
and human/made features of places. creatures: • Fossil
• Fossil exploration • Skeleton
Level 5 – To be able to represent and record key features of a place • resources • Creatures
using models or symbols. • resources • imprint
Level 6 – Pupils use resources given to them and their own
observations to respond to simple questions about places and people..
Level 7 & 8 – •Pupils understand geographical similarities and
differences through studying the human and physical geography of a
small area of the United Kingdom.
Objectives
Objectives – Art Level 2 –They contribute to activities by coactively grasping and • Make Dinosaur
Level 2 –. Explore and experiment with a range of media through moving simple tools, [for example, a glue spreader]. • Craft
sensory exploration Fossil Split Pin • Pin
Level 3 –They demonstrate preferences for products, materials and
Level 3 –. Beginning to use representation to communicate, e.g. ingredients, [for example, selecting a preferred filling for a sandwich].
Craft • Paper
drawing a line and saying ‘That’s me.’ Level 4 –They begin to offer responses to making activities, [for • resources • Cutting
Level 4 –Develop their knowledge of the process of creating something example, suggesting the colour or shape of a product]. • Scissors
Level 5 – Purposefully choose colours, techniques and media to create Level 5 - They manipulate materials to achieve a planned effect.. • Dinosaurs
new effects. Level 6 - With help, they manipulate a wider range of basic tools in
Level 6 – Pupils know that paintings, sculptures and art have meaning.. • . • Fossils
making activities
Level 7 & 8 –To develop a wide range of art and design techniques in Level 7 and 8 – Design purposeful, functional, appealing products for
using colour, pattern, texture, line, shape, form and space. themselves and other users based on design criteria
• -
Objectives
• Making Salt dough Level 2 –Pupils explore objects and materials provided, changing some
Dinosaur Fossils • Dough
materials by physical means and observing the outcomes.
• Playdough
resources Level 3 –They match objects and materials in terms of single features
• Paper Week 2
• Put stone under paper • Pencil
or properties.
Level 4 –Pupils talks about why things happen and how things work.
and pencil over to • Cutting Fossils Level 5 –Pupils make simple records of their findings, for example, by
create fossil effect • Scissors putting pictures of an activity in sequence.
• Dinosaurs Level 6 –Pupils make some contribution to planning and evaluation and
• Fossils to recording their findings. .
Level 7 - Pupils identify and name a variety of common wild and
garden plants, including deciduous and evergreen trees .
•
Objectives
Level 2 –Pupils make selections to communicate meanings. • Fossil Hunting Role-play • Hunting
Level 3 –Pupils make connections between control devices and • Interactive Dinosaur • Computer
• Colour
• resources • Search
information on screen (for example, pressing a specific graphic on a colouring activity
touch screen). • resources • Quiz • Make a Dinosaur fossil • Find
Level 4 – Pupils use a keyboard or touch screen to select letters and/or • Fossil Interactive Quiz • Draw experiment • Detective
images for their own names. • resources • Dinosaurs • resources • Soil
Level 5 –Pupils complete a simple program on a computer with • Fossils • • Garden
increasing independence. • Dinosaurs
Level 6 – Pupils use ICT to communicate and present their ideas (for • Fossils
example, recording sounds on tape and replaying them or taking
photographs of their own work).
Week 3 Size and Scale Overviews
Objectives
Level 2 - To show an understanding of ‘’yes’’ and ‘’no’’, and respond to Objectives
animated praise or criticism.) Level 2 – They develop their own likes and dislikes in food and drink
Level 3 – Interested in others’ play and starting to join in.
Level 3 – They identify some action words by pointing to the right • Big
Level 4 – To show concern for others (for example, though facial expressions,
gestures or tone of voice, and sympathy for others in distress and offer picture, • Small
comfort).. e.g. Mixing, pouring, cutting, washing.
• Eggs
Level 5 – To be confident to speak to others about own needs, wants, interests Level 4 –They enjoy the responsibility of carrying out small tasks.
• Dinosaur
and opinions... Level 5 - They begin to communicate preferences in their designing
Level 6 – To understand agreed codes of behaviour which help groups of people • Hatch
and making..
work. Level 6 – They know the importance for good health of physical • Chocolate
Level 7/8 – To use a range of materials creatively to design and make products exercise, and a healthy diet, and talk about ways to keep healthy • Mix
Level 9-12 - To learn about great artists, architects and designers in history] and safe. .. Dinosaur Eggs • Stir
Level 7 – They identify locally-available foods • Taste
Objectives – RE
• How does it feel to be “big” or Level 2 – Pupils recognise feelings of others (e.g. laughing
• Height
“small” when another pupil is laughing)..
• Size Level 3 – Pupils are aware that some actions can hurt or harm
• Big others. Level 4 – Pupils start to be aware of their own influence on
• How can we “big” in ways
other than height? i.e. using • Small events and other people..
or voices, using our • Scale Week 3 Level 5 – Pupils communicate their ideas about religion, life events
• Powerful and experiences in simple phrases, with support.
movements.
• Frightened
Size and Scale Level 6 – Pupils listen to and follow religious stories. .
Level 7 - Pupils are actively engaged in learning: some basic
• What advantages do we have
vocabulary used in a religious context/about a variety of ways
to being small?
of celebrating special occasions .
Level 8 - Pupils describe what inspires and influences themselves
and others.
Our World: Community Visits/Travel
Objectives – Geography
Level 2 – Pupils enjoy playing with small-world models such as a farm, •
a garage, or a train track. • .How do the different • Re-use
• Herbivore • Recycled Stegosaurus.
Level 3 – Pupils demonstrate a sense of place and direction(for herbivores get their food? • Recycle
Look at the size of some • Big
example, they can follow set routes around familiar places).
• Using snack wrappers, • Plate
Level 4 –Pupils show some understanding of growth, decay and dinosaurs and • Small
yoghurt pots, crisp packets • Stegosaurus
changes over time. describe/design/model ways • Long
etc. Make a spiny • Stick
Level 5 – Pupils communicate their preferences about the these dinosaurs can reach • Short
their food. stegosaurus using these • Shape
physical/natural and human/man made features of places. • Food
recycled materials as the • Build
Level 6 – Pupils recognise the physical/natural and human/made • Plants plates on its back.
features of places (for example, identifying buildings and their uses)... • i.e. Brachiosaur will need high • Trees
Level 7 & 8 – Pupils name and locate the world’s seven continentsand treetops. Triceratops will need
five oceans. shrubs etc. • Add to it throughout the week
and see how big it can get!
Objectives
Objectives – Art Level 2 –With help, pupils begin to assemble components provided for
Level 2 –. Pupils repeat an activity to make the same or a similar effect. • Pop-up dinosaur cards.
an activity, [for example, placing bricks together]. • Card
Level 3 –. Pupils show preferences for activities and begin to carry out Level 3 –Pupils are able to use a basic tool, with support, [for example, • Pop-up
simple processes. pushing a roller]. • https://curiousandgeeks.com/
Level 4 –Pupils explore colour and how colours can be changed. • 3D
Level 4 –Pupils are able to recognise familiar products and explore the how-to-make-a-pop-up-card/
Level 5 – Pupils explore what happens when they mix colours.. • Dinosaur
different parts they are made from.
Level 6 – Pupils use and explore a variety of materials, tools and • Teeth
Level 5 - Pupils construct with a purpose in mind, using a variety of • Use dino-images, dinosaur
techniques safely... resources. • Surprise
heads, claws etc.
Level 7 & 8 –Pupils use a range of materials creatively to design and Level 6 - Pupils explore familiar products and communicate views
make products about them when prompted.
Level 7 and 8 – Pupils generate, develop, model and communicate
their ideas through talking, drawing, templates, mock-ups and, where
appropriate, information and communicationtechnology
Objectives
Level 2 –.Pupils imitate actions involving main body parts, for example,
• Make a dino-collage. Gather • Collage clapping or stamping
paper of different sizes A6-A3
• Size Level 3 –Pupils respond to simple scientific questions, for example,
and draw/colour dinosaurs
• Scale ‘Show me the flower’ ’Is this wet/dry? ’Showing’, demonstrating’ ’trying
filling the whole page.
out’ ’responding’ etc.
• Area Week 3 Level 4 –Pupils demonstrate an understanding of growth, decay and
• Fill
• Stick all the different sized
dinosaurs together on a • Colour Size and Scale changes over time..
Level 5 –Pupils look closely at similarities, differences, patterns and
collage sheet. • Big
change..
• Small Level 6 –Pupils show they have observed patterns or regular changes
in features of objects, living things and events.
Level 7 - Pupils Identify and describe the basic structure of a variety of
common flowering plants, including trees.
Objectives
Level 2 –Pupils anticipate repeated sounds, sights and actions, e.g.
when an adult demonstrates an action toy several times. • Dinosaurs vs. Animals. • Arrange your dinosaurs in a
• Have dinosaurs on screen • Size • Size
Level 3 –Pupils operate mechanical toys, e.g. turn the knob on a wind- chain from smallest to largest.
up toy or pull back on a friction car. with various animals. • Compare • Assign each student a • Scale
Level 4 – Pupils show skill in making toys work by pressing parts or • Animals dinosaur toy/image and have • Larger than
lifting flaps to achieve effects such as sound, movements or new • Ask students which they think • Dinosaurs them place where they think • Smaller than
images. is bigger. • Smaller the dinosaur will be in the • Guess
Level 5 –Pupils use ICT hardware to interact with age-appropriate • Bigger chain, and have the others fill • Estimate
computer software with increasing independence. • Dino discovery game: in around them. • Position
• Same
Level 6 – Pupils recognise and can communicate that a range of https://www.bbc.co.uk/bitesiz • How close to being 100% • Range
technology is used in places such as homes andschools. e/topics/zdp4382/articles/znc correct did they get?
Level 7 - Pupils independently create and debug simple programs. 3y9q • Who needs to move theirs?Week 4 Habitat: Land, Air or Sea Overviews
Objectives
Level 2 – To try new food textures and tastes. Objectives
Level 3 – To take part in work or play maintaining interactions and taking turns in Level 2 – They enjoy filling and emptying containers.
a small group with some support.. Level 3 – demonstrate preferences for products, materials and ingredients
Level 4 – Can play in a group, extending and elaborating play ideas, e.g. • Green
Level 4 –understand that equipment and tools have to be used safely
building up a role-play activity with other children. .
Level 5 - Initiates conversations, attends to and takes account of what others Level 5 – eat a healthy range of foodstuffs and understand the need for • popsicle
say. . variety in food.. • cold
Level 6 – To choose, initiate and follow through new tasks and self-selected • ice
activities. Level 6 – show good control and coordination in large and small movements. • water
Level 7/8 – To use drawing, painting and sculpture to develop and share their They move confidently in a range of ways..
ideas, experiences and imagination
• freeze
Level 7 – Understand where food comes from.
Level 9-12 - To improve their mastery of art and design techniques, including Green Dinosaur Popsicles
drawing, painting and sculpture with a range of materials [for example, pencil,
charcoal, paint, clay]]
Objectives – RE
Role play with animals. Level 2 – Pupils show curiosity about objects, events and people.
Animals Level 3 – Pupils take part in activities involving two or three other
Board games.
Turn taking learners
Look at different places
Environments Level 4 – Pupils show concern and sympathy for others in distress [for
the dinosaurs lived.
Create Week 4 example, through gestures, facial expressions or by offering comfort]..
Create a (shoe box) of
Land Level 5 – Pupils communicate feelings about what is special to them [for
their environment. Inc,
Air
Land, Air or Sea example, using role play]. .
leaves/water/rocks etc Level 6 – Pupils demonstrate a basic understanding of what is right and
Sea
wrong in familiar situations.
Leaves
Level 7 - Pupils are able to recount elements of religious stories through
Water
communication or recording.
rocks Level 8 - Pupils recognise that some questions cause people to wonder
and are difficult to answer.
Our World: Community Visits/Travel
Objectives – Geography
Level 2 – Pupils can notice detailed features of objects in their
Water play/sand play with
environment. dinosaurs (or other animals)
Level 3 – Pupils can comment and ask questions about aspects of their Compare animals found in the
sea/land/air. Look at their
familiar world such as the place where they live or the natural Compare Pupils to look bring in a water
features.
Level 4 – Pupils demonstrate some understanding of why things Features favourite object and talk about Sand
happen and how things work Pupils to look at the why it is special to them.
Wings Favourite
Level 5 – Pupils show some knowledge of similarities and differences in countries/continents specific
relation to places, objects, materials and living things. dinosaurs were from. Look at
Flippers Discuss extinction Special
Countries https://www.youtube.com/wa Extinct
Level 6 – Pupils show some knowledge of similarities and differences in what they needed to survive
Take walk into the Continents tch?v=YGwa2-GRE1U Alive
relation to places, objects, materials and living things...
Level 7 & 8 – Pupils name, locate and identify characteristics of the four playground/field. Can pupils Field Dead
notice living things v man-made
countries and capital cities of the United Kingdom and its surrounding
objects
living
seas.Objectives
Objectives – Art Level 2 –Pupils shows interest in toys with buttons, flaps and simple
Level 2 –. Pupils repeat an activity to make the same or a similar effect. mechanisms and beginning to learn to operate them. Investigate products that will sink
Level 3 –.Pupils experiment with blocks, colours and marks. Level 3 –Pupil operates mechanical toys, e.g. turns the knob on a or float, using boats etc..
Level 4 –Pupils begin to be interested in and describe the texture of wind-up toy or pulls back on a friction car. Products
things Level 4 –Pupils watch others using a basic tool and copy the actions, Investigate what is needed to Float
Level 5 – Pupils construct with a purpose in mind using a variety of [for example, preparing a surface with a glass paper block]. make something float.
resources appropriately and with confidence. Make a boat. Does it sink or float?
Sink
Level 5 - Pupils use simple tools and techniques competently and Heavy
Level 6 – Pupils begin to use a growing art vocabulary and begin to appropriately.
express meaning in their own work... Make a choice of materials Light
Level 6 - Pupils begin to contribute to decisions about what they will do needed to build a product that
Level 7 & 8 Pupils use drawing, painting and sculpture to develop and and how. Properties
sinks
share their ideas, experiences and imagination . Level 7 and 8 – Pupils select from and use a range of tools and Boat
equipment to perform practical tasks materials
Objectives
Level 2 –Pupils make sounds using their own bodies, for example,
Sensory
tapping, singing or vocalising, and imitate or copy sounds.
Create a sensory dinosaur Waterproof Level 3 –Pupils play with small-world models such as a farm, a garage,
and choose where it will
live based on what it looks
Features
Texture
Week 4 or a train track.
Level 4 –Pupils use opportunities to learn the names of the main body
like/features Rough
Smooth
Land, Air or Sea parts (including head, neck, arms, elbows, legs, knees, face, ears,
Choose favourite textures eyes, hair, mouth, teeth) through games, actions, songs and rhymes.
Play Doh Level 5 –Pupils know about similarities and differences in relation to
Roll
Using Play Doh create a places, objects, materials and living things..
Flatten
scene of dinosaurs Scene
Level 6 –Pupils identify a range of common materials and know about
some of their properties.
Level 7 - Pupils observe the growth of flowers and vegetables that they
have planted..
Objectives
Level 2 –Pupils make selections to generate familiar/preferred sounds or
images Using the ipads pupils • Look at/play with materials
pictures/information on
Ipads Look
Level 3 –Pupils show an interest in technological toys with knobs or Edit needed. Get them wet. Do Materials
dinosaurs.
pulleys, or real objects such as cameras or mobile phones pupils show a preference.
Software Wet
Level 4 – Pupils show they understand that information can be stored on Using editing software pupils to
a computer (for example, they ask to see a picture saved earlier). Sensory Sensory play/play with different
Prefer
make their own dinosaurs
Level 5 –Pupils use ICT to communicate meaning and express ideas in Play vehicles. Discuss where you Like
a variety of contexts (for example, choosing digitised photographs or Sensory play with dinosaurs, Pictures would see the vehicles Ship
video clips for their personal profiles).. including shaving foam and Noise Car
Level 6 – Pupils select and use technology for particular purposes. water. Water Grow cress. Can pupils find out Aeroplane
Level 7 - Pupils use logical reasoning to predict the behaviour of simple what is needed for cress to cress
programs. grow?Week 5 Extinction Overviews
Objectives
Level 2 – Plays cooperatively with a familiar adult, e.g. rolling a ball back and Objectives
forth. Level 2 – They hold the cup with both hands and drinks without much
Level 3 – Can express their own feelings such as sad, happy, cross, scared, • Water melon
spilling.,
worried. . • Grapes
Level 3 – They show control in holding and using jugs to pour,
Level 4 – To carry out routine activities in a familiar context and show an • Strawberries
awareness of the results of their own actions. hammers, books and mark-making tools
Level 4 –They respond to simple instructions, e.g. to get or put away an
• Cut
Level 5 – To describe self in positive terms and talk about abilities...
Level 6 – Children play co-operatively, taking turns with others. object. • Place
Level 7/8 – To use a range of materials creatively to design and make products. • Shape
Level 9-12 - To create sketch books to record their observations and use them Level 5 – They show a preference for a dominant hand. • Press
to review and revisit ideas
• Push
Level 6 - They follow instructions involving several ideas or actions. Dino Fruit Skewers • Stick
They answer ‘how’ and ‘why’ questions
Level 7 – They understand the ways in which food can become spoiled.
Objectives – RE
• Emotions Level 2 – Pupils are proud of how they accomplished something – not
• Relate just the end result
• Identify Level 3 – Pupils seek out others to share experiences.
• Level 4 – Pupils listen to others one to one or in small groups, when
Watch the story of Smile-a-saurus
•
Dinosaur
Feelings
Week 5 conversation interests them
https://www.youtube.com/w Level 5 – Pupils make purposeful relationships with others in group
atch?v=R1WuxoFyFuQ
• Colour Extinction activity
• Expression
• Eyes Level 6 – Pupils can treat living things and their environment with care
Pause video and see if you can • Self Regulation and concern.
relate each emotion to • Zones Level 7 - Pupils listen to and talk with people who belong to a faith
emotions visuals or Zones of • Colours community about how belonging affects their life; to reflect on how
spiritual and moral values influence their behaviour, choices and those
Regulation colours.
of others.
Our World: Community Visits/Travel
Objectives – Geography
Level 2 – Pupils know what familiar people do in the community (e.g. • The climate was relatively hot and
• Earth • Climate
police officer, doctor, fireman). dry, and much of the land was
• Continents • Conditions
Level 3 – Pupils talk about some of the things they have observed such •
covered with large deserts. Unlike
The world used to look very different • Same today, there were no polar ice caps. • Dry
as plants, animals, natural and found objects. compared to today and some of the • Different • Where are there conditions like that • Hot
Level 4 –Pupils demonstrate some understanding of why things happen continents were connected • Oceans today: Polar Regions or Deserts? • Extinct
and how things work • Level 6+ compare Earth and
• Pangea • Make a small world area to represent • Survived
Level 5 – Pupils show understanding that environments might vary from continents to past. What is the same
what is different • Connected the dinosaurs habitat. Collect sand,
• Deserts
one another.. leaves from outside.
• Sensory: Recreate Pangea with • Separated • Extinct
Level 6 – Pupils use simple geographical language to communicate • What animals would have been
coloured sand, media, paper and • Media • Exist
their ideas about various locations, functions and roles... around then, that are still around
label continents and water. Cut out • Create • Disappear
Level 7 & 8 – Pupils use world maps, atlases and globes to identify the today.
dinosaur (land and sea) and glue on • Label • What animals are no longer around?
United Kingdom and its countries, as well as the countries, continents to map. • Dinosaur
and oceans studied at this key stage.Objectives
Objectives – Art Level 2 –Pupils explore and experiment with a range of media through
Level 2 –.Pupils look closely at similarities, differences, patterns and • Volcano
sensory exploration and using whole body.
change. Level 3 –Pupils explore and experiment with a range of media through • Lava
Level 3 –. Pupils begin to make-believe by pretending sensory exploration and using whole body. • Explosion
Level 4 –Pupils develop their knowledge of the process of creating Level 4 –Pupils explores unusual or interesting materials and • Heat
something by selecting suitable resources and tools for a piece of work. resources, such as textured wall coverings, raffia, string, translucent • Red
Level 5 – Pupils manipulate materials to intentionally represent or paper or water-based glues with colour added. • Danger
symbolise an object or emotion. Level 5 - Pupils select tools and techniques needed to shape, • Build a volcano! • Extinction
Level 6 – Pupils represent their own ideas, thoughts and feelings assemble and join materials they are using.
through art... • Use a range of media and • Pour
Level 6 - Pupils recognise that a range of technology is used in places
Level 7 & 8 –Pupils describe the differences and similarities between
materials. You will need: plastic • Make
such as homes and schools bottle, modelling clay, vinegar,
different practices and disciplines, looking at the work of a range of • Build
Level 7 and 8 – Pupils explore and evaluate a range of existing washing up liquid, red food
artists, craft makers and designers. products colouring. • Experiment
• Meteor Objectives
• Comet Level 2 –Pupils cause movement by a pushing or pulling action
‘Explore’ including access through any sensory mode.
• Design
Level 3 –Pupils notice detailed features of objects in their environment..
• Materials Level 4 –Pupils show they know some sources of sound and light, for
• Media Week 5 example, remembering their location.
• Space
• Earth
Extinction Level 5 –Pupils can demonstrate simple properties of light, sound and
movement, for example, bright, noisy/quiet, fast/slow.
• Create a Comet or Meteor • Stars Level 6 –Pupils begin to make suggestions for planning and evaluating
Shower. • Shape their work
• Use a range of media and • Size Level 7 -Pupils observe the growth of flowers and vegetables that they
materials • Impact have planted.
Objectives
• https://www.ictgames.com/dinos
Level 2 –Pupils know that certain actions produce predictable results • Impact
aurEggs_phonics/mobile/ • Meteor Shower!
(for example, using a switch to activate a tape recorder). • Force
Level 3 –Pupils know how to operate simple equipment, e.g. turn on CD • Interactive Experiment with light and
• Touch • Speed
player and use remote control. heavy objects hitting water
• Remember • Hit
Level 4 – Pupils show they understand that information can be stored on •
table, flour, sand with
a computer (for example, they ask to see a picture saved earlier).
• Level 6 + Great interactive exercise Record • Heavy
https://www.bbc.co.uk/cbeebies/puz • Sound objects such as play
Level 5 –•Pupils begin to choose equipment and software for a familiar • Splash
zles/dinosaur- • Play dinosaurs or animals .
activity (for example, using a writing-with-symbols programme to send a • Equipment • Height
quiz?collection=exciting-wildlife- • What is the impact?
message home). adventures-and-dinosaur-fun • Listen • Gravity
• What do you predict the
Level 6 – Pupils are able to find similar information in different formats, • Record Dinosaur sounds using • Destruction
outcome will be?
(photo in paper, in book, on website, from TV programme). big mack or IPad. Play back - • Shock
Level 7 - Pupils recognise and communicate common uses of are they loud , low, slow fast ,
information technology beyond school. deep, scary?Week 6 Design-a-saur Overviews
Objectives
Level 2 – Pupils express their feelings, needs, likes and dislikes using single Objectives
elements of communication (words, gestures, signs or symbols). Level 2 – They explore options within a limited range of materials [for
Level 3 – Pupils are able to express own preferences and interests. example, adding grapes or chopped apple to a fruit salad. • Design
Level 4 – Pupils can select and use activities and resources with help. • Dinosaur
Level 3 – They use a basic tool, with support.
Level 5 – Pupils make purposeful relationships with others in group activities and
attempt to negotiate with them in a variety of situations. Level 4 –They build up vocabulary that reflects the breadth of their • Cut
Level 6 – Pupils join in a range of activities in one-to-one situations and in small experiences • Place
or large groups. Level 5 – They respond to instructions involving a two-part sequence. • Attach
Level 7/8 – To listen to other people and play and work cooperatively. • Eat
Level 9-12 – To work collaboratively towards shared goals. Level 6 – They are confident to speak in a familiar group, will talk about
their ideas, and will choose the resources they need for their chosen
activities..
Level 7 – They understand that some foods need to be prepared in Dinosaur Banana
order to eat them.
Objectives – RE
• Work together with your • Discussion. Level 2 – Pupils show curiosity about objects, events and people
teachers and peers to Level 3 – Pupils take part in activities involving two or three other
• Talk.
design your dinosaur. learners.
• Choose. Level 4 – Pupils respond to others in group situations and cooperate in
• What colour do you like? • Design. small groups.
• What materials do you
want to use?
Week 6
Level 5 – Pupils say when they do or don’t need help.
• What shape? Size? Design-a-saur Level 6 – Pupils are able to demonstrate on what makes them happy,
sad, excited or lonely.
Level 7 & 8 – Pupils are actively engaged in learning
Our World: Community Visits/Travel
Objectives – Geography
Level 2 – Pupils enjoy playing with small-world models. • Where is your dinosaur going • Dinosaurs.
Level 3 – Pupils talk about some of the things they have observed. to live? Earth? Air? Sea? • Landscape. • https://www.youtube.com/w • Relax
Level 4 –Pupils show some understanding of growth, decay and • Choose a landscape and look • Features. atch?v=ISX9DSK4uEk • Yoga
changes over time. at it to learn the features and • Characteristics. • Try to do some yoga • Movements
Level 5 – Pupils show understanding that environments might vary from characteristics that your movements with your •
• Earth. Positions
one another. dinosaur will have, for students following this •
• Sea. video “Yoga with
Listen
Level 6 – Pupils make observations of animals and plants and explain example, does it need wings • Focus
why some things occur and change.
• Air. dinosaurs”.
if it is going to live in the sea? • Concentrate
Level 7 & 8 – Pupils use basic geographical vocabulary to refer to key • Try
• Paint the landscape where
physical features, including: beach, cliff, coast, forest, hill, mountain, • Group
sea, ocean, river, soil, valley, vegetation, season and weather. your dinosaur is going to live.Objectives – Art Objectives
Level 2 –. Pupils take part in familiar activities with some support. Level 2 –Pupils contribute to activities by coactively grasping and
Level 3 –. Pupils choose tools and materials which are appropriate to moving simple tools. • Design your class’ • Cut.
the activity Level 4 –Pupils start to use tools, materials and simple Level 3 –Pupils are able to use a basic tool, with support. dinosaur. • Colour.
actions (for example, cutting) to produce a piece of work Level 4 –Pupils begin to offer responses to making activities. • Paste.
Level 5 – Pupils construct with a purpose in mind using a variety of Level 5 - Pupils use basic tools or equipment in simple processes, • Paint.
resources appropriately and with confidence. chosen in negotiation with staff. • Dinosaurs.
Level 6 –Pupils use and explore a variety of materials, tools and Level 6 - With help, pupils manipulate a wider range of basic tools in
techniques safely. making activities.
Level 7 & 8 - Pupils use a range of materials creatively to design and Level 7 and 8 – Pupils design purposeful, functional, appealing
make products. products for themselves and other users based on design criteria.
Objectives
• Design your class’ • Dinosaurs. Level 2 –Pupils explore objects and materials provided, changing some
dinosaur. • Cut. materials by physical means and observing the outcomes.
• Scissors. Level 3 –Pupils respond to simple scientific questions.
• Colours. Week 6 Level 4 –Pupils closely observe the changes that occur, for example,
• Paint. when materials are heated, cooled or mixed.
• Tracing. Design-a-saur Level 5 –Pupils look closely at similarities, differences, patterns and
• Pencils. change.
Level 6 –Pupils show they have observed patterns or regular changes
in features of objects, living things and events.
Level 7 - Pupils perform simple tests to explore questions.
Objectives
• Frozen dinosaur eggs. • Eggs.
Level 2 –Pupils know that certain actions produce predictable results. https://www.bbc.co.uk/cbeeb • Click.
• Make frozen eggs to put • Frozen.
Level 3 –Pupils seek to acquire basic skills in turning on and operating ies/makes/andys-prehistoric- • Choose
your dinosaurs in. • Water.
some ICT equipment. adventures-make-a-picture • Colours.
Level 4 – Pupils operate some devices independently • Observe what happens • Melt.
Play this online game to • Stickers.
Level 5 –Pupils use ICT hardware to interact with age-appropriate when you take the eggs • Dinosaurs.
make a prehistoric picture. • Dinosaur.
computer software with increasing independence out of the freezer.
Level 6 – Pupils begin to choose equipment and software for a familiar
Print it off and put it up in
your class. • Do they melt? Do they
activity.
stay the same?
Level 7 - Pupils independently create and debug simple programs.Week 7 Product Week
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